Aplicación de la inteligencia artificial para mejorar la comprensión lectora y escritura en estudiantes secundarios

Bryan Valenzuela-Espinoza; Evelyn Samantha Valarezo Riveraa; Patricia Alexandra Velepucha Cuenca; Carlos David  Terán Vaca; Evelyn Inés  Martínez Avelino

doi:10.70625/rlce/279

Autores/as

Bryan Valenzuela-Espinoza Unidad Educativa Santo Domingo de Guzmán Autor/a https://orcid.org/0009-0005-0504-1877
Evelyn Samantha Valarezo Riveraa Unidad Educativa Ing. Agustín Eduardo Pazmiño Barciona Autor/a https://orcid.org/0009-0002-2040-6078
Patricia Alexandra Velepucha Cuenca Unidad Educativa Capitán Cesar Edmundo Chiriboga Autor/a https://orcid.org/0009-0001-2123-5031
Carlos David Terán Vaca Unidad Educativa Vicente Fierro Autor/a https://orcid.org/0009-0006-2898-6176
Evelyn Inés Martínez Avelino Unidad Educativa Particular Juana de Dios Autor/a https://orcid.org/0009-0007-5211-0147

DOI:

https://doi.org/10.70625/rlce/279

Palabras clave:

Alfabetización digital, Educación, Inteligencia Artificial , Lenguaje , Literatura

Resumen

El presente estudio tiene como objetivo analizar la percepción y uso de la inteligencia artificial (IA) en la educación de lenguaje y literatura entre estudiantes de bachillerato en Ecuador. Se aplicó una encuesta con escala Likert a 180 estudiantes de entre 13 y 17 años para evaluar su conocimiento, experiencia y actitud frente a la IA en el aula. Los resultados muestran que, aunque el conocimiento y uso de la IA son limitados, los estudiantes manifiestan una actitud positiva hacia su implementación, reconociendo su potencial para mejorar la comprensión lectora, la motivación y la redacción. Además, se detectó un alto interés por aprender sobre estas tecnologías, lo que sugiere oportunidades para incluir la IA en los programas educativos. Se concluye que la integración de la IA en la enseñanza de lenguaje y literatura puede ser beneficiosa si se acompaña de formación adecuada y estrategias pedagógicas que potencien las habilidades críticas y creativas de los estudiantes. Estos hallazgos aportan una base para el desarrollo de políticas educativas adaptadas al contexto local.

Descargas

Los datos de descarga aún no están disponibles.

Referencias

Alabi, A. T., & Jelili, M. O. (2022). Clarifying likert scale misconceptions for improved application in urban studies. Quality & Quantity. https://doi.org/10.1007/s11135-022-01415-8

Alqahtani, T., Badreldin, H. A., Alrashed, M., Alshaya, A. I., Alghamdi, S. S., bin Saleh, K., Alowais, S. A., Alshaya, O. A., Rahman, I., Al Yami, M. S., & Albekairy, A. M. (2023). The emergent role of artificial intelligence, natural learning processing, and large language models in higher education and research. Research in Social and Administrative Pharmacy, 19(8), 1236–1242. https://doi.org/10.1016/j.sapharm.2023.05.016

Canto de Gante, Á. G., Sosa González, W. E., Bautista Ortega, J., Escobar Castillo, J., & Santillán Fernández, A. (2020a). Escala de Likert: Una alternativa para elaborar e interpretar un instrumento de percepción social. Revista de la alta tecnología y sociedad, 12(1). https://static1.squarespace.com/static/55564587e4b0d1d3fb1eda6b/t/5ffe0063b15beb25b917bec1/1610481763900/06+CantodeGante+ATS+V12N1+38-45.pdf

Canto de Gante, Á. G., Sosa González, W. E., Bautista Ortega, J., Escobar Castillo, J., & Santillán Fernández, A. (2020b). Escala de Likert: Una alternativa para elaborar e interpretar un instrumento de percepción social. Revista de la alta tecnología y sociedad, 12(1). https://web.p.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=19402171&AN=146214282&h=JwHNi%2FmbpA%2F84CeG1oFzNmTwIym4OOVvbnbX0CS9T1hoXyPeP2YZIxNHh5kgiM8xGslL6r44241h1Jl8sIAU0g%3D%3D&crl=c&resultNs=AdminWebAuth&resultLoca

Christou, P. (2023). Ηow to Use Artificial Intelligence (AI) as a Resource, Methodological and Analysis Tool in Qualitative Research? The Qualitative Report. https://doi.org/10.46743/2160-3715/2023.6406

Curtis, N. (2023). To ChatGPT or not to ChatGPT? The Impact of Artificial Intelligence on Academic Publishing. Pediatric Infectious Disease Journal, 42(4), 275–275. https://doi.org/10.1097/INF.0000000000003852

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

Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & Gašević, D. (2025). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. British Journal of Educational Technology, 56(2), 489–530. https://doi.org/10.1111/bjet.13544

Geitz, G., & de Geus, J. (2019). Design-based education, sustainable teaching, and learning. Cogent Education, 6(1), 1647919. https://doi.org/10.1080/2331186X.2019.1647919

Gestión Educativa en el desarrollo del aprendizaje en las Instituciones Educativas. (2020). Ciencia Latina Revista Científica Multidisciplinar, 2, 1819–1838. https://doi.org/10.37811/cl_rcm.v4i2.196

Joo, S. H., Chun, S. Y., Kim, T. K., Shin, B. S., & Lee, S. Y. (2009). Educational administration and educational management. Seoul: Hakjisa.

Khalifa, M., & Albadawy, M. (2024). Using artificial intelligence in academic writing and research: An essential productivity tool. Computer Methods and Programs in Biomedicine Update, 5, 100145. https://doi.org/10.1016/j.cmpbup.2024.100145

Kim, N. J., & Kim, M. K. (2022). Teacher’s Perceptions of Using an Artificial Intelligence-Based Educational Tool for Scientific Writing. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.755914

Law, L. (2024). Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Computers and Education Open, 6, 100174. https://doi.org/10.1016/j.caeo.2024.100174

Liang, J.-C., Hwang, G.-J., Chen, M.-R. A., & Darmawansah, D. (2023). Roles and research foci of artificial intelligence in language education: an integrated bibliographic analysis and systematic review approach. Interactive Learning Environments, 31(7), 4270–4296. https://doi.org/10.1080/10494820.2021.1958348

Liu, C., Hou, J., Tu, Y.-F., Wang, Y., & Hwang, G.-J. (2023). Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments, 31(9), 5614–5632. https://doi.org/10.1080/10494820.2021.2012812

Marino, M. T., Vasquez, E., Dieker, L., Basham, J., & Blackorby, J. (2023). The Future of Artificial Intelligence in Special Education Technology. Journal of Special Education Technology, 38(3), 404–416. https://doi.org/10.1177/01626434231165977

Meza Huamani, S. L., Chacaltana Huarcaya, R. E., Lopez Castillo, G. M., Ochoa Carbajo, J. A., & Jurado Enriquez, E. L. (2022). Influencia de la gestión educativa en la convivencia escolar de instituciones educativas–Huancavelica, Perú. IGOBERNANZA, 5(17), 236–258. https://doi.org/10.47865/igob.vol5.n17.2022.177

Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of Artificial Intelligence powered digital writing assistant in higher education: randomized controlled trial. Heliyon, 7(5), e07014. https://doi.org/10.1016/j.heliyon.2021.e07014

Poll, J. Van De. (2021). An Alternative to the Likert Scale When Polling Employees. The International Journal of Business & Management, 9(5). https://doi.org/10.24940/theijbm/2021/v9/i5/BM2105-044

Spitzer, M. (2020). Masked education? The benefits and burdens of wearing face masks in schools during the current Corona pandemic. Trends in Neuroscience and Education, 20, 100138. https://doi.org/10.1016/j.tine.2020.100138

Swiecki, Z., Khosravi, H., Chen, G., Martinez-Maldonado, R., Lodge, J. M., Milligan, S., Selwyn, N., & Gašević, D. (2022). Assessment in the age of artificial intelligence. Computers and Education: Artificial Intelligence, 3, 100075. https://doi.org/10.1016/j.caeai.2022.100075

Syahnaz, M., & Fithriani, R. (2023). Utilizing Artificial Intelligence-based Paraphrasing Tool in EFL Writing Class: A Focus on Indonesian University Students’ Perceptions. Scope : Journal of English Language Teaching, 7(2), 210. https://doi.org/10.30998/scope.v7i2.14882

Wang, Z. (2022). Computer-assisted EFL writing and evaluations based on artificial intelligence: a case from a college reading and writing course. Library Hi Tech, 40(1), 80–97. https://doi.org/10.1108/LHT-05-2020-0113

Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1261955

Yeo, M. A. (2023). Academic integrity in the age of Artificial Intelligence (AI) authoring apps. TESOL Journal, 14(3). https://doi.org/10.1002/tesj.716

Zhao, X. (2023). Leveraging Artificial Intelligence (AI) Technology for English Writing: Introducing Wordtune as a Digital Writing Assistant for EFL Writers. RELC Journal, 54(3), 890–894. https://doi.org/10.1177/00336882221094089