Chatbots y asistentes virtuales en la educación superior: apoyo a la escritura y la investigación académica
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.01.23Palabras clave:
asistentes virtuales, chatbots, escritura académica, competencias de investigación, educación superiorResumen
El objetivo del artículo fue analizar el impacto del apoyo asistido por chatbots en el desarrollo de la escritura académica y las competencias de investigación de estudiantes de educación superior. El estudio propuesto se implementó mediante un diseño mixto cuasiexperimental con grupos control y experimental (n = 180) y mediciones antes y después de la intervención. La evaluación se realizó mediante la rúbrica analítica de escritura académica, el índice de competencias de investigación, así como mediante cuestionarios de alfabetización en IA y análisis cualitativo de las reflexiones de los estudiantes. Los resultados destacaron un impacto positivo estadísticamente significativo y moderado de la intervención en la calidad de la escritura académica, su organización estructural y la lógica de la argumentación. También se observó un aumento en las competencias de investigación en el grupo experimental de estudiantes. Los análisis de correlación y regresión mostraron que el nivel de alfabetización en IA es un predictor más importante de los resultados académicos. La conclusión afirma que los chatbots y los asistentes virtuales desempeñaron eficazmente la función de apoyo cognitivo y metodológico para la escritura académica y la investigación en condiciones de clara integración pedagógica y adhesión a los principios de integridad académica.
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Derechos de autor 2026 Liubov Terletska, Svitlana Sobolieva, Mariia Hryshchuk, Yuliia Haidenko, Yuliia Dankevych
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
