Métricas alternativas
Métrica
Palabras clave
ChatGPT
Utilidad percibida
Educación superior
UTAUT2
Alfabetización Digital
Tecnología Educativa Artificial Intelligence
ChatGPT
Perceived usefulness
Higher education
UTAUT2
Digital Literacy
Educational Technology
Cómo citar
Resumen
La Inteligencia Artificial está cambiando el enfoque de la educación. El objetivo de este trabajo es conocer la utilidad didáctica percibida del ChatGPT por parte del alumnado universitario. El instrumento utilizado es la Escala UTAUT2, que mide el uso de las nuevas tecnologías, a partir de ocho factores: la expectativa de rendimiento, la expectativa del esfuerzo, la influencia social, las condiciones favorables, la motivación hedónica, el valor del precio, el hábito y la intención de uso. La muestra está formada por 152 estudiantes de la Universidad Autónoma de Madrid (79.2% chicas, 20.8% chicos), con una media de edad de 21.3 años. Los resultados muestran que la experiencia de uso es el factor que más influye sobre las condiciones favorables, la motivación hedónica y el hábito. Los cinco factores que influyen sobre la utilidad percibida del ChatGPT son el hábito, las condiciones favorables, la expectativa de rendimiento, la motivación hedónica y el valor del precio. Estos resultados sugieren la necesidad de desarrollar actividades de alfabetización digital sobre el uso de ChatGPT desde una perspectiva crítica, fomentar el uso responsable de esta tecnología y dar pautas al alumnado sobre la escritura de instrucciones que generen una respuesta precisa.
Citas
Acosta-Enriquez, B.G., Ramos Farroñan, E.V., Villena Zapata, L.I., Mogollon Garcia, F.S., Rabanal-León, H.C., Angaspilco, J.E., & Bocanegra, J.C. (2024). Acceptance of artificial intelligence in university contexts: A conceptual analysis based on UTAUT2 theory. Heliyon, 10(19), 1–13. https://doi.org/10.1016/j.heliyon.2024.e38315
Alzahrani, A., & Alzahrani , A. (2024). Comprendiendo la adopción de ChatGPT en universidades: el impacto del TPACK y UTAUT2 en los docentes. RIED-Revista Iberoamericana de Educación a Distancia, 28(1), 37–58. https://doi.org/10.5944/ried.28.1.41498
Baidoo, D., & Owusu, A. (2023). Education in the era of generative Artificial Intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52–62. https://doi.org/10.2139/ssrn.4337484
Browne, M.W., & Cudeck, R. (1989). Single sample cross-validation índices for covariance structures. Multivariate Behavioral Research, 24(4), 445–455. https://doi.org/10.1207/s15327906mbr24044
Buendía, L., Colás, P., & Hernández, F. (1998). Métodos de investigación en Psicopedagogía. McGraw-Hill
Cabero-Almenara, J., Palacios-Rodríguez, A., Loaiza-Aguirre, M.I., & Rivas-Manzano, M.R. (2024a). Acceptance of educational Artificial Intelligence by teachers and its relationship with some variables and pedagogical beliefs. Education Sciences, 14(740), 1–16. https://doi.org/10.3390/educsci14070740
Cabero-Almenara, J., Palacios-Rodríguez, A., Loaiza-Aguirre, M.I., & Andrade-Abarca, P.S. (2024b). The impact of pedagogical beliefs on the adoption of generative AI in higher education: predictive model from UTAUT2. Frontiers in Artificial Intelligence, 7(1497705), 1–11. https://doi.org/10.3389/frai.2024.1497705
Chan, C., & Hu, W. (2023). Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(43), 1–18. https://doi.org/10.1186/s41239-023-00411-8
Crawford, J., Cowling, M., & Allen, K. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI). Journal of University Teaching & Learning Practice, 20(3), 1–21. https://doi.org/10.53761/1.20.3.02
Crompton, H., & Burke, D. (2023). Artifcial intelligence in higher education: The state of the feld. International Journal of Educational Technology in Higher Education, 20(22), 1–16. https://doi.org/10.1186/s41239-023-00392-8
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Fesenmaier, D., & Wöber, K. (2023). AI, ChatGPT and the university. Annals of Tourism Research, 101(103578), 1–6. https://doi.org/10.1016/j.annals.2023.103578
Fiialka, S., Kornieva, Z., & Honcharuk, T. (2023). ChatGPT in Ukrainian education: Problems and prospects. International Journal of Emerging Technologies in Learning (iJET), 18(17), 236–250. https://doi.org/10.3991/ijet.v18i17.42215
Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning and Teaching, 6(1), 57–63. https://doi.org/10.37074/jalt.2023.6.1.22
García, F. J. (2023). La percepción de la Inteligencia Artificial en contextos educativos tras el lanzamiento de ChatGPT: disrupción o pánico. Education in the Knowledge Society (EKS), 24, e31279. https://doi.org/10.14201/eks.31279
García de Blanes Sebastián, M., Sarmiento Guede, J.R., & Antonovica A. (2022). Application and extension of the UTAUT2 model for determining behavioral intention factors in use of the artificial intelligence virtual assistants. Frontiers in Psychology, 13(993935), 1–18. https://doi.org/10.3389/fpsyg.2022.993935
Giannini, S. (2023). Generative AI and the future of education. UNESCO.
Graf, A., & Bernardi, R. E. (2023). ChatGPT in research: Balancing ethics, transparency, and advancement. Neuroscience, 515, 71–73. https://doi.org/10.1016/j.neuroscience.2023.02.008
Grassini, S., Linnea, M., & Mogelvang, A. (2024). Understanding university student´s acceptance of ChatGPT: Insights from the UTAUT 2 Model. Applied Artificial Intelligence, 38(1), 1–18.
https://doi.org/10.1080/08839514.2024.2371168
Hu, L.T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Kim, J., Merrill, K., Xu, K., & Sellnow, D.D. (2020). My teacher is a machine: Understanding students´ perceptions of AI teaching assistants in online education. International Journal of Human-Computer Interaction, 36(20), 1902–1911. https://doi.org/10.1080/10447318.2020.1801227
Klimova, B, Pikhart M., & Al-Obaydi LH (2024). Exploring the potential of ChatGPT for foreign language education at the university level. Frontiers in Psychology, 15(1269319), 1–10. https://doi.org/10.3389/fpsyg.2024.1269319
Kumar, A. H. (2023). Analysis of ChatGPT tool to assess the potential of its utility for academic writing in biomedical domain. Biology, Engineering, Medicine and Science Reports, 9(1), 24–30. https://doi.org/10.5530/bems.9.1.5
López-Regalado, O., Núñez-Rojas, N., López-Gil, O.R., & Sánchez-Rodríguez, J. (2024). Análisis del uso de la inteligencia artificial en la educación universitaria: una revisión sistemática. Pixel-Bit, 70, 97–122. https://doi.org/10.12795/pixelbit.106336
McMillan, J. H., & Schumacher, S. (2008). Investigación educativa. Una introducción conceptual. Pearson
Michel, R., Vilalta, E., Salinas, D.E., Thierry, R., & Gerardou, F.S. (2023). Challenges and opportunities of Generative AI for higher education as explained by ChatGPT. Education Science, 13(9), 1–18. https://doi.org/10.3390/educsci13090856
Molina, E., Cobo, C., Pineda, J., Anne., & Rovner, H. (2024). La revolución de la IA en Educación: Lo que hay que saber. World Bank Group
Mollick, E., & Mollick, L. (9 de febrero de 2023). Why all our classes suddenly became AI classes. Strategies for teaching and learning in a ChatGPT world. Inspiring Minds. https://hbsp.harvard.edu/inspiring-minds/why-all-our-classes-suddenly-became-ai-classes
Pedró, F. (2020). Applications of Artificial Intelligence to higher education: possibilities, evidence, and challenges. IUL Research, 1(1), 61–76. https://doi.org/10.57568/iulres.v1i1.43
Román, P., Mena, A.F., Fernández, E., & López, E. (2024). Mapeo de las corrientes de investigación sobre ChatGPT aplicadas a la educación. RiiTE Revista interuniversitaria de investigación en Tecnología Educativa, 16, 140–156. https://doi.org/10.6018/riite.590421
Romero-Rodríguez, J.M., Ramírez-Montoya, M.S., Buenestado-Fernández, M., & Lara-Lara, F. (2023). Uso de ChatGPT en la Universidad como herramienta para el pensamiento complejo: utilidad percibida por los estudiantes. Journal of New Approaches in Educational Research, 12(2), 323–339. https://doi.org/10.7821/naer.2023.7.1458 ,6 7
Sánchez-Holgado, P., & Arcila-Calderón, C. (2024). Adoption and use factors of artificial intelligence and big data by citizens. Communication & Society, 37(2), 227–246. https://doi.org/10.15581/003.37.2.227-246
Stokel, C., & Van Noorden, R. (2023). What ChatGPT and generative AI mean for science. Nature, 614, 214–216. https://doi.org/10.1038/d41586-023-00340-6
Thi, A. N. T. (2023). The perception by university students of the use of ChatGPT in education. International Journal of Emerging Technologies in Learning, 18(17), 4–19. https://doi.org/10.3991/ijet.v18i17.39019
Tong, Y., & Zhang, L. (2023). Discovering the next decade's synthetic biology research trends with. ChatGPT. Synthetic and Systems Biotechnology, 8(2), 220–223. https://doi.org/10.1016/j.synbio.2023.02.004
UNESCO (2022). Recommendation on the Ethics of Artificial Intelligence. UNESCO.
UNESCO (2023). ChatGPT e inteligencia artificial en la educación superior. UNESCO.
UNESCO (2024). Guía para el uso de IA generativa en educación e investigación. UNESCO.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478.
Venkatesh, V., Thong, J.Y.L., & Xu, H. (2012). Consumer acceptance and use of information technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36(1), 157–178.
Xu, S., Chen, P., & Zhang, G. (2024). Exploring Chines university educators, acceptance and intention to use AI Tools: An Application of the UTAUT Model. SAGE Open, 14(4), 1–15.
https://doi.org/10.1177/21582440241290013
Yildiz, H., & Onan, A. (2024). Predicting the use of chatbots systems in education: a comparative approach using PLS-SEM and machine learning algorithms. Current Psychology, 43, 23656–23674. https://doi.org/10.1007/s12144-024-06072-8
Yun, T., & Gwo, H. (2023). University students’ conceptions of ChatGPT-supported learning: a drawing and epistemic network analysis, Interactive Learning Environments, 3, 1–25. https://doi.org/10.1080/10494820.2023.2286370
Zhai, X. (4 de septiembre de 2024). ChatGPT user experience: Implications for education. https://doi.org/10.2139/ssrn.4312418
Zhang, T., Lu, X., Zhu, X., & Zhang, J. (2023). The contributions of AI in the development of ideological and polit-ical perspectives in education, Heliyon, 9(3), 1–15. https://doi.org/10.1016/j.heliyon.2023.e13403
Zhang, Y., Yang, X., & Tong. W., (2024). University students’ attitudes toward ChatGPT profiles and their relation to ChatGPT intentions. International Journal of Human–Computer Interaction, 40, 1–14. https://doi.org/10.1080/10447318.2024.2331882
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2025 Pixel-Bit. Revista de Medios y Educación