Inteligencia Artificial Generativa y Aprendizaje Autorregulado en estudiantes del Instituto de Admisión y Nivelación de la Universidad Técnica de Manabí
Palabras clave:
Inteligencia Artificial Generativa, estudiantes, universidad, aprendizaje autorregulado.Resumen
Introducción: La Inteligencia Artificial Generativa (en adelante IAG) es cada vez más reconocida por su potencial transformador en el diseño de experiencias de aprendizaje. Mediante personalización del aprendizaje, mayor compromiso y eficiencia, apoyo docente, inclusión y accesibilidad, e innovación en los métodos de enseñanza. Objetivo: analizar el impacto de la Inteligencia Artificial Generativa en el desarrollo del aprendizaje autorregulado en estudiantes del Instituto de Admisión y Nivelación de la Universidad Técnica de Manabí. Materiales y métodos: se realizó un enfoque cualitativo sobre Inteligencia Artificial Generativa (IAG) para el diseño de experiencias de aprendizaje dentro de los años 2020 – 2025. Para ello, se hizo una búsqueda sistemática de la literatura en bases de datos y revistas académicas de Scopus y WoS. Resultados y discusión: se identificó la IAG como herramientas de apoyo y personalización del aprendizaje; la importancia de la alfabetización y consideraciones éticas, además de nuevas formas de enseñanza y aprendizaje. Conclusiones: el impacto de la integración de IAG en entornos de aprendizaje adaptativos y personalizados aumenta la participación de los estudiantes.
Citas
Abdalla, S. Z. S. (2025). Understanding ChatGPT adoption for data analytics learning: A UTAUT perspective among social science students in Oman. Social Sciences and Humanities Open, 11. https://doi.org/10.1016/j.ssaho.2025.101310
Abbes, F., Bennani, S., & Maalel, A. (2024). Generative AI and Gamification for Personalized Learning: Literature Review and Future Challenges. SN Computer Science, 5(8), 423- 480. https://doi.org/10.1016/j.ssaho.2025.101310
Asad, M. M., Shahzad, S., Shah, S. H. A., Sherwani, F., & Almusharraf, N. M. (2024). ChatGPT as artificial intelligence-based generative multimedia for English writing pedagogy: Challenges and opportunities from an educator’s perspective. International journal of information and learning technology, 41(5), 490-506. https://doi.org/10.1016/j.ssaho.2025.101310
Baker, R. S., Lindrum, D., Lindrum, M. J., & Perkowski D. (2020). Utilizando análisis de aprendizaje en el aprendizaje personalizado. Computers in Human Behavior, 107, 106357.
Borah, A. R., Nischith, T. N., & Gupta, S. (2024). Improved Learning Based on GenAI. 1527-1532. https://doi.org/10.1109/IDCIoT59759.2024.10467943
Brown, T., Mann, B., Ryder, N., Subbiah, M., Kaplan, J., Dhariwal, P., ... & Amodei, D. (2020). Language models are few-shot learners. Advances in Neural Information Processing Systems, 33, 1877–1901.
Carrillo Uvidia, J. L. (2024). Uso de inteligencia artificial en la personalización del aprendizaje: un enfoque para la gestión eficiente del aprendizaje en ciencias naturales (Master's thesis, Riobamba: Universidad Nacional de Chimborazo).
Czerkawski, B. (2024). AI and the Learning Experience Design: From Divergent Creativity to Convergent Precision. TechTrends. https://doi.org/10.1109/IDCIoT59759.2024.10467943
Elbanna, S., & Armstrong, L. (2024). Exploring the integration of ChatGPT in education: Adapting for the future. Management and Sustainability: 3(1), 16-29. https://www.emerald.com/insight/content/doi/10.1108/msar-03-2023-0016/full/html
Fawaz, M., El-Malti, W., Alreshidi, S. M., & Kavuran, E. (2025). Exploring Health Sciences Students’ Perspectives on Using Generative Artificial Intelligence in Higher Education: A Qualitative Study. Nursing & health sciences, 27(1), e70030. https://onlinelibrary.wiley.com/doi/abs/10.1111/nhs.70030
Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & Gašević, D. (2024). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. British Journal of Educational Technology. 524-589 https://doi.org/10.1109/IDCIoT59759.2024.10467943
Chen, C.-M., Xie, H., & Hwang, G.-J. (2020). Un sistema de aprendizaje móvil personalizado basado en una estrategia de aprendizaje autorregulado para promover el aprendizaje autorregulado y el rendimiento del aprendizaje. Computers & Education, 155, 104005. https://doi.org/10.1109/IDCIoT59759.2024.10467943
Gasaymeh, A.-M. M., Beirat, M. A., & Abu Qbeita, A. A. (2024). University Students’ Insights of Generative Artificial Intelligence (AI) Writing Tools. Education Sciences, 14(10), 1062. https://www.mdpi.com/2227-7102/14/10/1062
Gao, L., Lopez-Perez, M. E., Melero-Polo, I., & Trifu, A. (2024). Ask ChatGPT first! Transforming learning experiences in the age of artificial intelligence. Studies In Higher Education, 49(12), 2772-2796.
Gervacio, A. P. (2024). Exploring how generative AI contributes to the motivated engagement and learning production of science-oriented students. Environment and Social Psychology, 9(11). https://elibrary.ru/item.asp?id=79755028
Gong, X., Li, Z., & Qiao, A. (2024). Impact of generative AI dialogic feedback on different stages of programming problem solving. Education and Information Technologies. https://doi.org/10.1007/s10639-024- 13173-1
González, J. P. (2023). El impacto de la inteligencia artificial generativa en la personalización del aprendizaje: Un estudio de casos en educación superior. Innovarium International Journal, 1(1), 1-15.
Jiménez, Y. J. R., & Arias, F. A. P. (2025). Análisis crítico de la Inteligencia Artificial Generativa en teorías del lenguaje. Opuntia Brava, 17(2), 306-320. https://opuntiabrava.ult.edu.cu/index.php/opuntiabrava/article/view/2364
Joyner, D. A. (2024). A teacher’s guide to conversational AI: Enhancing assessment, instruction, and curriculum with chatbots. Routhlege. https://www.taylorfrancis.com/books/mono/10.4324/9781032686783/teacher-guide-conversational-ai-david-joyner
Kim, H., & Koo, T. K. B. (2024). The Impact of Generative AI on Syllabus Design and Learning. Journal of Marketing Education, 12, 34-46. https://journals.sagepub.com/doi/abs/10.1177/02734753241299024
Korayim, D., Bodhi, R., Badghish, S., Yaqub, M. Z., & Bianco, R. (2025). Do generative artificial intelligence related competencies, attitudes and experiences affect employee outcomes? An intellectual capital perspective. Journal of Intellectual Capital. 22(1), 350-397. https://www.emerald.com/insight/content/doi/10.1108/JIC-09-2024-0295/full/html
Li, Y., Ji, W., Liu, J., & Li, W. (2024). Application of Generative Artificial Intelligence Technology in Customized Learning Path Design: A New Strategy for Higher Education. 567-573. https://ieeexplore.ieee.org/abstract/document/10734572/
Liu, M., Zhang, L. J., & Zhang, D. (2025). Enhancing student GAI literacy in digital multimodal composing through development and validation of a scale. Computers in Human Behavior, 166. https://www.sciencedirect.com/science/article/pii/S0747563225000160
Mishra, P., Oster, N., & Henriksen, D. (2024). Generative AI, Teacher Knowledge and Educational Research: Bridging Short- and Long-Term Perspectives. Techtrends, 68(2), 205-210.
Moncayo, Y. A. S., Mendoza, M. F. M., Jumbo, M. A. J., Sánchez, M. A. N., & Burgos, S. M. R. (2025). Desafíos y oportunidades de la integración de la inteligencia artificial en contextos educativos. Ciencia Latina Revista Científica Multidisciplinar, 9(3), 2030-2053.
Olivier, C., & Weilbach, L. (2024). Enhancing Online Learning Experiences: A Systematic Review on Integrating GenAI Chatbots into the Community of Inquiry Framework. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 14907 LNCS, 77-89.
Orna, G. G. Q., Orquera, M. F., & Quishpi, L. D. R. H. (2024). El impacto de la gamificación en la motivación y el rendimiento académico de estudiantes universitarios. Revista Multidisciplinar Ciencia y Descubrimiento, 2(4).
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71
Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2017). Informing Progress: Insights on Personalized Learning Implementation and Effects. RAND Corporation.
Putra, F. W., Rangka, I. B., Aminah, S., & Aditama, M. H. R. (2023). ChatGPT in the higher education environment: Perspectives from the theory of high order thinking skills. Journal Of Public Health, 45(4), e840-e841
Rush, L., Fogle, E., Eden, S., Urban, A. D., Tijare, H., & Mooney, S. (2024). Generative Artificial Intelligence Driving More Efficient and Effective Course Optimizations. DEMOcon 2024 - 2024 IEEE Digital Education and MOOCS Conference, Proceedings.
Saǧin, F. G., Özkaya, A. B., Tengiz, F., Geyik, Ö. G., & Geyik, C. (2023). Current evaluation and recommendations for the use of artificial intelligence tools in education. Turkish Journal of Biochemistry, 48(6), 620-625.
Salinas-Navarro, D. E., Vilalta-Perdomo, E., Michel-Villarreal, R., & Montesinos, L. (2024). Designing experiential learning activities with generative artificial intelligence tools for authentic assessment. Interactive Technology and Smart Education, 7. https://doi.org/10.1109/IDCIoT59759.2024.10467943
Sandhu, R., Channi, H. K., Ghai, D., Cheema, G. S., & Kaur, M. (2024). An introduction to generative AI tools for education 2030. En Integrating Generative AI in Education to Achieve Sustainable Development Goals (pp. 1-28).
Shen, Y., Tang, L., Le, H., Tan, S., Zhao, Y., Shen, K., Li, X., Juelich, T., Wang, Q., Gasevic, D., & Fan, Y. (2025). Aligning and comparing values of ChatGPT and human as learning facilitators: A value-sensitive design approach. British Journal Of Educational Technology, 56(4), 1391-1414 https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13562
Shi, S. J., Li, J. W., & Zhang, R. (2024). A study on the impact of Generative Artificial Intelligence supported Situational Interactive Teaching on students’ «flow» experience and learning effectiveness—A case study of legal education in China. Asia Pacific Journal Of Education, 44(1), 112-138. https://doi.org/10.1080/02188791.2024.2305161
Su, J., & Yang, W. (2023). Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education. Ecnu Review Of Education, 6(3), 355-366.
Tanweer, M., & Ismail, A. (2024). Generative AI in curriculum development: A framework for adaptive, customized, and personalized learning. En Impacts of Generative AI on Creativity in Higher Education (pp. 193-226).
Van Wyk, M. M. (2024). Is ChatGPT an opportunity or a threat? Preventive strategies employed by academics related to a GenAI-based LLM at a faculty of education. Journal of Applied Learning and Teaching, 7(1).
Wei, X., Wang, L., Lee, L.-K., & Liu, R. (2024). Multiple Generative AI Pedagogical Agents in Augmented Reality Environments: A Study on Implementing the 5E Model in Science Education. Journal of Educational Computing Research, 23, 89-97.
Wood, D., & Moss, S. H. (2024). Evaluating the impact of students’ generative AI use in educational contexts. Journal of Research in Innovative Teaching and Learning, 17(2), 152-167.
Yang, T.-C., Hsu, Y.-C., & Wu, J.-Y. (2025). The effectiveness of ChatGPT in assisting high school students in programming learning: Evidence from quasi-experimental research. Interactive Learning Environments, 1-18.
Zhai, X. (2024). Transforming Teachers’ Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices. Journal of Science Education and Technology, 34(6), 1323-1333.
Zawacki-Richter, O., et al. (2020). Systematic review of research on artificial intelligence applications in higher education –where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1–27.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2026 María José Espinoza Cedeño, Elena Paola Pico Macías, Aleyda Epifania Demera Zambrano, Gustavo Adolfo Santana Sardi
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Esta revista proporciona un acceso abierto inmediato a su contenido, basado en el principio de que ofrecer al público un acceso libre a las investigaciones ayuda a un mayor intercambio global de conocimiento. Cada autor es responsable del contenido de cada uno de sus artículos. Los artículos pueden ser inéditos o estar disponibles previamente en servidores de preprints reconocidos por la revista. Sin embargo, no se permite la duplicación de la publicación o traducción de un artículo ya publicado en otra revista o como capítulo de un libro.
This journal provides immediate open access to its content, based on the principle that providing the public with free access to research supports a greater global exchange of knowledge. Each author is responsible for the content of each of their articles. Articles may be previously unpublished or available on preprint servers recognized by the journal. However, duplication of publication or translation of an article already published in another journal or as a book chapter is not permitted.
Esta revista oferece acesso aberto imediato ao seu conteúdo, com base no princípio de que oferecer ao público acesso gratuito à pesquisa contribui para um maior intercâmbio global de conhecimento. Cada autor é responsável pelo conteúdo de cada um de seus artigos. Os artigos poderão ser inéditos ou estar previamente disponíveis em servidores de preprints reconhecidos pela revista. No entanto, não é permitida a duplicação de publicação ou tradução de artigo já publicado em outro periódico ou como capítulo de livro.
Universidad de Oriente 