Artificial intelligence and its influence on the neurocognitive learning processes in third-semester students of the education career

Abstract

The integration of artificial intelligence (AI) into higher education is a phenomenon of increasing relevance, transforming teaching and learning strategies and opening new opportunities and challenges for the development of neurocognitive processes. In this context, the objective of this research was to analyze the influence of artificial intelligence on the neurocognitive learning processes of third-semester Education students at the Southern State University of Manabí. The study employed a mixed-methods approach, combining quantitative and qualitative methods. The quantitative component involved administering a structured questionnaire to the study population, and the data were processed using descriptive statistics with frequencies and percentages. The qualitative component was based on an analysis of specialized scientific literature on artificial intelligence, neuroscience, and learning. The results showed frequent use of artificial intelligence tools by the students and a favorable perception of their contribution to understanding academic content and solving problems. However, a significant proportion of participants felt that AI does not significantly enhance neurocognitive processes such as attention and the retention of new knowledge. It is concluded that artificial intelligence is a valuable resource for university learning; however, its influence on neurocognitive processes depends on its integration through didactic strategies, teacher mediation and preparation, and the ethical and critically responsible use of AI by students in their learning development.