El reto de la Inteligencia Artificial
un estudio de caso sobre las percepciones del uso del ChatGPT en el estudiantado de Educación e Información y Documentación
DOI:
https://doi.org/10.54886/ibersid.v19i2.5039Palabras clave:
IA, ChatGPT, Alfin, Percepciones estudiatnado, Universidad, Focus group, Análisis cualitativo, Inteligencia artificial, Grupos de enfoqueResumen
Se realiza un análisis de las actitudes y percepciones del estudiantado de los grados universitarios de Información y Documentación y Educación Primaria ante el uso del ChatGPT. Para ello, implementamos dos focus groups que analizan, mediante el cuestionario abierto semiestructurado y el análisis cualitativo las actitudes y percepciones de la muestra seleccionada ante esta herramienta. Los resultados determinaron que el uso del ChatGPT es una realidad creciente, con múltiples posibilidades y proyección socio-profesional, pero que requiere de formación en las diferentes áreas de conocimiento para una mayor optimización.
Descargas
Citas
Abbas, Muhammad; Jam, Farooq Ahmed; Khan, Tariq Iqbal (2024). Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students. //International journal of educational technology in higher education. 21:1, 10. https://doi.org/10.1186/s41239-024-00444-7
Agarwal, Mansheel; et al. (2022). Descriptive Research on AI-based tools to aid personalized customer service: Case of ChatGPT. // Journal of Reproducible Research. 1:1, 140-146. https://doi.org/10.4018/IJSSMET.385128
Aktay, Sayım (2022). The usability of images generated by artificial intelligence (AI) in education. // International technology and education journal. 6:2, 51-62. https://doi.org/10.38035/sjam.v2i2.207
Candra, Susanto; Yuntina, L.; Saribanon, E; Panatap, S. J.; Liana, E. (2024). Qualitative method concepts: Literature review, focus group discussion, ethnography and grounded theory. // SIBER journal of advanced multidisciplinary. Учредители: Yayasan Dharma Indonesia Tercinta (Dinasti). 2:2, 262-275.
Cao, Xi; Zhang, Jia Hui; Tang, Yi Ping; Zhang, Meng. Ping; Gao, Hao (2025). Students’ perceptions about the opportunities and challenges of ChatGPT in higher education: a cross-sectional survey based in China. // Education and Information Technologies, 17, 1-20. https://doi.org/10.1007/s10639-025-13339-5
Chen, Xieling; Zou, Di; Xie, Haoran; Cheng, Gary; Liu, Caixia (2022). Two decades of artificial intelligence in education. // Educational Technology & Society. 25:1, 28-47. https://www.jstor.org/stable/48647028
Espartinez, Alma S. (2024). Exploring student and teacher perceptions of ChatGPT use in higher education: A Q-Methodology study. // Computers and Education: Artificial Intelligence. 7, 100264. https://doi.org/10.1016/j.caeai.2024.100264
Vivar, Jesús Miguel; Flores Peñalvo, Francisco José García (2023). Reflexiones sobre la ética, potencialidades y retos de la Inteligencia Artificial en el marco de la Educación de Calidad (ODS4). // Comunicar: Revista cientifica de comunicacion y educación. 74, 37-47. https://doi.org/10.3916/C74-2023-03
Foltynek, Tomas; Bjelobaba, Sonja; Glendinning, Irene, Khan, Zeetah. Reta, Santos, Rita; Pavletic, Pegi; Kravjar, Július. Enai Recommendations on the ethical use of Artificial Intelligence in Education. // International Journal for Educational Integrity. 19:1, 1-4. https://doi.org/10.1007/s40979-023-00133-4
Haque, Mubin Ul; Dharmadasa, Isuru; Sworna, Zarrin. T; Rajapakse, Roshan Namal; Ahmad, Hussain (2022). " I think this is the most disruptive technology": Exploring Sentiments of ChatGPT Early Adopters using Twitter. // Data. arXiv preprint arXiv:2212.05856. https://doi.org/10.48550/arXiv.2212.05856
Hmoud, Mohammad; Swaity, Hadeel; Hamad, Nardin; Karram, Omar; Daher, Wajeed. (2024), Higher education students’ task motivation in the generative artificial intelligence context: The case of ChatGPT. // Information. 15: 1, 33-39. https://doi.org/10.3390/info15010033?urla pend=%3Futm_source%3Dresearchgate.net%26medium%3Darticle
Iqbal, Nayab; Ahmed, Hassaan; Azhar, Kaukab Abid (2022). Exploring teachers’ attitudes towards using ChatGPT. // Global Journal for Management and Administrative Sciences. 3:4, 97-111. https://doi.org/10.46568/gjmas.v3i4.163
Jafari, Fateme; Keykha, Ahmad (2024). Identifying the opportunities and challenges of artificial intelligence in higher education: a qualitative study. // Journal of Applied Research in Higher Education. 16:4, 1228-1245. https://doi.org/10.1108/JARHE-09-2023-0426?urlappend=%3Futm_source%3Dresearchgate.net%26medium%3Darticle
Huallpa, Jorge Jinchuña (2023). Exploring the ethical considerations of using Chat GPT in university education. // Periodicals of Engineering and Natural Sciences.11:4,105-115. https://doi.org/10.21533/pen.v11i4.3770
Kamalov, Firuz; Santandreu, Calonge, David; Gurrib, Ikhlaas (2023). New era of artificial intelligence in education: Towards a sustainable multifaceted revolution. //Sustainability. 15:16,12451. https://doi.org/10.3390/su151612451
Lawson, Grace (2022). Use of Artificial Intelligence in Educational Transformation: Enhancing the Instruction and Learning Process. // Infotech Journal Scientific and Academic. 3:1, 28-48. https://doi.org/10.32782/2663-6085/2023/59.56
Liu, Zhiwei; Zuo, Haode; Lu, Yongjing (2025).The Impact of ChatGPT on Students' Academic Achievement: A Meta‐Analysis. // Journal of Computer Assisted Learning. 41:4, 70096. https://doi.org/10.1111/jcal.70096?urlappend=%3Futm_source%3Dresearchgate.net%26medium%3Darticle
Mao, Jin; Chen, Baiyun; Liu, Juhong Christie (2024). Generative artificial intelligence in education and its implications for assessment. // TechTrends. 68:1, 58-66. https://doi.org/10.1007/s11528-023-00911-4
Mogavi, Reza Hadi; et al. (2024). ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions. // Computers in Human Behavior: Artificial Humans. 2:1, 100027. https://doi.org/10.1016/j.chbah.2023.100027
Nemorin, Selena; Vlachidis, Andreas; Ayerakwa, Hayford M.; Andriotis, Panagiotis (2023). AI hyped? A horizon scan of discourse on artificial intelligence in education (AIED) and development. // Learning, Media and Technology. 48:1, 38-51. https://doi.org/10.1080/17439884.2022.2095568
Niloy, Ahnaf Chowdhury; et al. (2024). Why do students use ChatGPT? Answering through a triangulation approach. // Computers and Education: Artificial Intelligence, 6, 100208. https://doi.org/10.1016/j.caeai.2024.100208
Obenza, Brandon; Nacua, Salvahan Alexa; Rios, Alexandra N.; Solo, Althea; Alburo, Rea Ashlee; Gabila, Rey José (2024). University students' perception and use of ChatGPT: Generative artificial intelligence (AI) in higher education. // International Journal of Human Computing Studies. 5:12, 5-18. https://doi.org/10.31149/ijhcs.v5i12.5033
Park, Joonhyeong. (2025). A systematic literature review of generative artificial intelligence (GenAI) literacy in schools. // Computers and Education: Artificial Intelligence. 9, 100487. https://doi.org/10.1016/j.caeai.2025.100487
Peters, Michael A; et al. (2024). AI and the future of humanity: ChatGPT-4, philosophy and education–Critical responses. // Educational Philosophy and Theory. 56:9, 828-862. https://doi.org/10.1080/00131857.2023.2213437?urlappend=%3Futm_source%3Dresearchgate.net%26medium%3Darticle
Rahman, Md. Shahinur; Sabbir, Mahiuddin; Zhang, Jing; MoraL, Iqbal H.; Hossain, Gazi. Md. S. (2023). Examining students’ intention to use ChatGPT: Does trust matter? // Australasian Journal of Educational Technology. 39:6, 51-71./ / https://doi.org/10.14742/ajet.8956
Rathore, Bharati (2022). Exploring the potential impacts of chatbot software/apps (ChatGPT) on education: Benefits, drawbacks, and future prospects. // International Journal of Multidisciplinary Innovation and Research Methodology. 1:1, 39-47.
Sahu, Pradeep Kumar; Benjamin, Lisa A.; Singh Aswal, Gunjan; Williams-Persad, Aarlene (2024). ChatGPT in research and health professions education: challenges, opportunities, and future directions. // Postgraduate medical journal. 100: 1179, 50-55. https://doi.org/10.1093/postmj/qgad090
Scantamburlo, Teresa; Cortés, Atia; Foffano, Francesca; Barrué, Cristian; Distefano, Veronica; Pham, Llong; Fabris, Alessandro (2024). Artificial intelligence across europe: A study on awareness, attitude and trust. // IEEE Transactions on Artificial Intelligence. 6: 2, 477-490. https://doi.org/10.1109/TAI.2024.3461633
Shiri, Ali (2024). Artificial intelligence literacy: a proposed faceted taxonomy. // Digital Library Perspectives. 40:4, 681-699. https://doi.org/10.1108/DLP-04-2024-0067.
Walter, Yoshija (2024). Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education. //International Journal of Educational Technology in Higher Education. 21: 1, 15. https://doi.org/10.1186/s41239-024-00448-3
Wang, Xiaofeng; Attal, Mohammad Idris; Rafiq, Usman; Hubner-Benz, Syilvia (2022). Turning large language models into AI assistants for startups using prompt patterns. // International Conference on Agile Software Development. Cham: Springer Nature Switzerland.192-200. https://doi.org/10.1007/978-3-031-48550-3_19
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Los autores y autoras conservan sus derechos de autor, aunque ceden a la revista de forma no exclusiva los derechos de explotación (reproducción, distribución, comunicación pública y transformación) y garantizan a esta el derecho de primera publicación de su trabajo, el cual estará simultáneamente sujeto a la licencia CC BY-NC-ND. Los autores aceptan la responsabilidad legal de cumplir plenamente con los códigos éticos y leyes apropiadas, y de obtener todos los permisos de derecho de autor debidos. Se permite y se anima a los autores y autoras a difundir electrónicamente la versión editorial (versión publicada por la editorial) en la página web personal del autor y en el repositorio de la institución a la que pertenece.
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
© 2007- . Los autores y autoras conservan sus derechos de autor, aunque ceden a la revista de forma no exclusiva los derechos de explotación (reproducción, distribución, comunicación pública y transformación) y garantizan a esta el derecho de primera publicación de su trabajo, el cual estará simultáneamente sujeto a la licencia CC BY-NC-ND. Los autores aceptan la responsabilidad legal de cumplir plenamente con los códigos éticos y leyes apropiadas, y de obtener todos los permisos de derecho de autor debidos. Se permite y se anima a los autores y autoras a difundir electrónicamente la versión editorial (versión publicada por la editorial) en la página web personal del autor y en el repositorio de la institución a la que pertenece.
