Plataformas digitales de aprendizaje impulsadas por inteligencia artificial y su desempeño en la educación superior
DOI:
https://doi.org/10.64439/cisai.v2i1.32Palabras clave:
Estudiantes, Aprendizaje, Pedagogía, Tecnología, Inteligencia artificialResumen
El estudio analiza la relación entre el uso de plataformas digitales de aprendizaje impulsadas por Inteligencia Artificial (IA) y el rendimiento académico en la educación superior. Se adoptó un enfoque cuantitativo, con diseño no experimental y alcance descriptivo-correlacional, aplicándose un muestreo censal a 569 estudiantes de una universidad pública peruana durante el período académico 2025-I. La recolección de datos se realizó mediante un cuestionario estructurado de 32 ítems, validado con una confiabilidad (α > 0.80). Los resultados evidencian una adopción universal de tecnologías basadas en IA, con el 99.6% de los estudiantes reportando alta accesibilidad y uso frecuente. Solo el 26% alcanza un nivel alto de rendimiento académico, mientras que el 49% se sitúa en un nivel medio y el 25% en un nivel bajo. El análisis inferencial revela que el tipo de herramienta de IA utilizada presenta la relación más fuerte con el rendimiento académico, superando a dimensiones como la frecuencia de uso o la percepción de utilidad. La novedad del estudio radica en demostrar empíricamente que la calidad y pertinencia pedagógica de las herramientas de IA constituyen un factor más determinante que su uso intensivo. Se concluye que la integración efectiva de plataformas impulsadas por IA requiere enfoques pedagógicos estratégicos orientados al fortalecimiento del aprendizaje universitario.
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Derechos de autor 2026 Rolly Ramírez-Medina, Josue Peña-Aguilar, Darwin Aguilar-Chuquizuta, Eneida Bastidas-Muñoz
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
