Inteligencia artificial y su incidencia en la estrategia metodológica de aprendizaje basado en investigación
DOI:
https://doi.org/10.55813/gaea/jessr/v4/n2/106Resumen
Este estudio examina la influencia de la inteligencia artificial (IA) en el aprendizaje basado en investigación (ABI), destacando tanto sus beneficios potenciales como los desafíos asociados. Utilizando un enfoque cualitativo de revisión bibliográfica, se analizaron artículos académicos recientes para evaluar cómo la IA está transformando las estrategias metodológicas del ABI. Los resultados muestran que la IA puede significativamente personalizar el aprendizaje, automatizar tareas administrativas y de investigación, y mejorar los procesos de retroalimentación y evaluación. Sin embargo, estas ventajas vienen acompañadas de desafíos sustanciales, como limitaciones tecnológicas, necesidades de capacitación docente y cuestiones éticas y sociales profundas. La discusión subraya cómo la IA está redefiniendo los roles en la educación, cambiando la función del docente de un transmisor de conocimiento a un facilitador del aprendizaje, y cómo esto requiere un enfoque pedagógico adaptativo y reflexivo. Además, se resalta la necesidad de abordar las implicaciones éticas de la IA para asegurar que su integración fomente una educación equitativa y respetuosa de la privacidad y autonomía de los estudiantes. Se enfatiza que, aunque la IA ofrece oportunidades notables para mejorar el ABI, su implementación debe ser meticulosamente gestionada para optimizar los beneficios y minimizar los riesgos.
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Khritish Swargiary, & Roy, K. (2023). Leveraging Artificial Intelligence for Enhanced Project Completion in Education. https://doi.org/10.32388/adg6h8
Krstić, L., Aleksić, V., & Krstić, M. (2022). Artificial Intelligence in Education: A Review. Proceedings TIE 2022. https://doi.org/10.46793/tie22.223k
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Pacheco-Altamirano, A. M., Camposano-Córdova, A. I., Torres-Acevedo, C. L., Oré-Rojas, J. J., Gavidia-Anticona, J. A., Yauri-Huiza, Y., & Rojas-Quispe, Ángel E. (2023). Comprendiendo la Lectura: Del Nivel Literal al Crítico en Estudiantes de EBA. Editorial Grupo AEA. https://doi.org/10.55813/egaea.l.2022.40
Parisa Tadi, Anienie Veldsman, & Sadeghi, A. (2023). Professional Development in Online Teaching and Learning at Tertiary Level During Pandemic: A Quest for Student’s Care. Pacific Journal of Technology Enhanced Learning, 4(3), 9–19. https://doi.org/10.24135/pjtel.v4i3.151
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Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1). https://doi.org/10.1186/s41039-017-0062-8
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Reich, J., & Mizuko , I. (2017). From Good Intentions to Real Outcomes: Equity by Design in Learning Technologies. Digital Media and Learning Research Hub.
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Publicado
2024-04-30
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Articles
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Derechos de autor 2024 Piedra-Castro, Wilson Iván, Burbano-Buñay, Erika Silvana, Tamayo-Verdezoto, Jhonny Junior, Moreira-Alcívar, Elvin Fray
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Cómo citar
Piedra-Castro, W. I., Burbano-Buñay, E. S., Tamayo-Verdezoto, J. J., & Moreira-Alcívar, E. F. (2024). Inteligencia artificial y su incidencia en la estrategia metodológica de aprendizaje basado en investigación. Journal of Economic and Social Science Research, 4(2), 178-196. https://doi.org/10.55813/gaea/jessr/v4/n2/106
