Aprendizaje interactivo mediante chatbots en la educación superior
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.01.9Palabras clave:
cultura digital, chatbots educativos, aprendizaje interactivo, inteligencia artificial, educación superiorResumen
Este artículo presenta un estudio sobre la implementación de chatbots educativos basados en inteligencia artificial como herramienta para el aprendizaje interactivo y el fortalecimiento de la cultura digital en estudiantes de educación superior. Partiendo de la identificación de una brecha en la literatura sobre el uso pedagógico específico de chatbots, se desarrolla un sistema educativo orientado a mejorar las competencias digitales mediante la interacción automatizada. La investigación se estructuró en tres fases: exploratoria, de intervención y evaluación, y se llevó a cabo con estudiantes de nivel universitario divididos en grupo experimental y grupo de control. Se aplicaron cuestionarios, pruebas diagnósticas y análisis estadísticos (t de Student) para medir el impacto de la intervención. Los resultados evidencian una mejora significativa en los niveles motivacionales y cognitivos del grupo experimental en comparación con el grupo de control, validando así la efectividad del sistema implementado. El estudio concluye que el uso de chatbots educativos no solo optimiza la interacción y el acceso a contenidos, sino que también fomenta el desarrollo de habilidades esenciales para desenvolverse en entornos digitales. Se sugiere continuar explorando principios didácticos específicos que fortalezcan la integración de estas herramientas en contextos educativos.
Citas
Alsanousi, B., Albesher, A. S., Do, H., & Ludi, S. (2023). Investigating the user experience and evaluating usability issues in AI-enabled learning mobile apps: An analysis of user reviews. International Journal of Advanced Computer Science and Applications, 14(6). http://dx.doi.org/10.14569/IJACSA.2023.0140602
Dergaa, I., Chamari, K., Zmijewski, P., & Ben Saad, H. (2023). From human writing to artificial intelligence generated text: examining the prospects and potential threats of ChatGPT in academic writing. Biology of Sport, 40(2), 615-622. https://doi.org/10.5114/biolsport.2023.125623
Holiiad, I. S., & Stukalo, O. V. (2023). STEM–STEAM–STREAM education: Essence and features. In Modernization of science and its influence on global processes: Collection of scientific papers «SCIENTIA» with proceedings of the IV International Scientific and Theoretical Conference, November 3, 2023 (pp. 148-153). Bern, Swiss Confederation: International Center of Scientific Research. http://doi.org/10.36074/scientia-03.11.2023
Hrytsenko, L., & Holiiad, R. (2024). Prospects of using chat-bots and virtual assistants in the educational process as tools of interactive teaching of students. Grail of Science, 39, 591–595. https://doi.org/10.36074/grail-of-science.10.05.2024.088
Knysh, I., Drobin, A., Filimonova, T., Koycheva, T., Kushnir, A., & Kuchai, O. (2024). The use of information technologies in the educational space of Ukraine (on the example of STEAM technologies). Revista Conrado, 20(100), 437–448. https://conrado.ucf.edu.cu/index.php/conrado/article/view/3979
Krugliy, D. (2020). Principles of teaching teaching materials for distance education platforms. Social Work and Education, 7(4), 514–523. https://journals.uran.ua/swe/article/view/2520-6230.20.4.8.
Labadze, L., Grigolia, M., & Machaidze, L. (2023). Role of AI chatbots in education: Systematic literature review. International Journal of Educational Technology in Higher Education, 20, 56. https://doi.org/10.1186/s41239-023-00426-1
Litvinova, K. (2016). On the components of digital culture. Digitale: Blog about the development of a digital society. https://digitle.wordpress.com/2016/10/04/12499875/
Makharadze, D. V., Stepkin, A. V., Turka, T. V., & Pedenko, Yu. A. (2024). Use of chat-bots in the work of a teacher of computer science in general secondary education institutions. Spirituality of the Individual: Methodology, Theory and Practice, 2(109), 119-131. http://nbuv.gov.ua/UJRN/domtp_2024_2_14
Morze, N., Kucherovska, V., & Smyrnova-Trybulska, E. (2020). Self-estimation of an educational institution’s digitalization level under the conditions of secondary education transformation. Electronic Scientific Professional Journal “Open Educational E-Environment of Modern University”, (8), 72–87. https://doi.org/10.28925/2414-0325.2020.8.8
Oliynyk, V. V., Androshchuk, I. M., Ostapiovska, I. I., Oleshko, P. S., & Prima, D. A. (2020). Information culture development of future primary school teachers by means of information and communication technologies. Information Technologies and Learning Tools, 75(1), 212-224. https://doi.org/10.33407/itlt.v75i1.3599
Pentina, I., Hancock, T., & Xie, T. (2023). Exploring relationship development with social chatbots: A mixed-method study of Replika. Computers in Human Behavior, 140, 107600. https://doi.org/10.1016/j.chb.2022.107600
Pimentel, F. S. C., Nunes, A. K. F., & Sales Júnior, V. B. (2020). Formação de professores na cultura digital por meio da gamificação. Educar em Revista, 36. https://doi.org/10.1590/0104-4060.76125
Rudolph, J., Tan, S., & Tan, S. (2023). War of the chatbots: Bard, Bing Chat, ChatGPT, Ernie and beyond. The new AI gold rush and its impact on higher education. Journal of Applied Learning and Teaching, 6(1). https://doi.org/10.37074/jalt.2023.6.1.23
Ryabova, Z. V., & Yelnykova, H. V. (2020). Teachers' professional growth in the conditions of digital education. Information Technologies and Learning Tools, 80(6), 369-385. https://doi.org/10.33407/itlt.v80i6.4202
Semenikhina, О., Yurchenko, А., Sbruieva, А., Kuzminskyi, А., Kuchai, О., & Bida О. (2020). The open digital educational resources in IT-technologies: quantity analysis. Information Technologies and Learning Tools, 75(1), 331–348. https://doi.org/10.33407/itlt.v75i1.3114
Shuliak, A., Hedzyk, A., Tverezovska, N., Fenchak, L., Lalak, N., Ratsul, A., & Kuchai, O. (2022). Organization of Educational Space Using Cloud Computing in the Professional Training of Specialists. International Journal of Computer Science and Network Security, 22(9), 447-454. https://doi.org/10.22937/IJCSNS.2022.22.9.58
Skyba, O., Skyba, I., Sidorkina, O., & Shorina, T. (2020). Scientific communication in the context of informatization of society. In Social communications of the information society: theoretical and applied aspects (pp. 243–248). http://doi.org/10.18372/42486
Wang, Q., Jing, S., Camacho, I., Joyner, D., & Goel, A. (2020). Jill Watson SA: Design and evaluation of a virtual agent to build communities among online learners. In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems (CHI EA '20) (pp. 1–8). Association for Computing Machinery. https://doi.org/10.1145/3334480.3382878
Zhang, Q. (2023). Investigating the effects of gamification and ludicization on learning achievement and motivation: An empirical study employing Kahoot! and Habitica. International Journal of Technology-Enhanced Education, 2(1), 1–19. https://doi.org/10.4018/IJTEE.326127
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Borys Shevel, Ilona Palaguta, Larysa Marushko, Viktoriya Barkasi, Gege Zhang
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
