INTELIGENCIA ARTIFICIAL EN LA EDUCACIÓN SUPERIOR DESDE LA PERSPECTIVA DE LOS ESTUDIANTES: UNA REVISIÓN SISTEMÁTICA DE LA LITERATURA
DOI:
https://doi.org/10.47820/recima21.v6i7.6611Palabras clave:
Inteligencia Artificial, Revisión Sistemática de Literatura, Estudiantes, Educación SuperiorResumen
Este estudio examina la influencia de las herramientas de Inteligencia Artificial (IA) en el aprendizaje de estudiantes universitarios, considerando los principales avances tecnológicos y cambios en la forma en que aprendemos. El objetivo de esta investigación es realizar una revisión sistemática de la literatura (SLR) para investigar el uso de herramientas de IA en universidades, respondiendo cuatro preguntas de investigación (RQs): RQ1 - ¿Cómo utilizan la IA los estudiantes de educación superior? RQ2 - ¿Qué herramientas de IA utilizan los estudiantes universitarios en el aprendizaje? RQ3 - ¿Cuáles son los desafíos que enfrentan los estudiantes en el uso de la IA dentro de las universidades? RQ4 - ¿Puede la IA ser un problema al hacer que los estudiantes dependan de este mecanismo? El análisis mostró que existen diferentes formas de utilizar la IA en la educación superior (RQ1), tales como: apoyo a la escritura, apoyo al desarrollo de la investigación, entre otros. La herramienta predominante utilizada por los estudiantes fue ChatGPT (RQ2). Con respecto a los desafíos que enfrentan los estudiantes al utilizar la IA (RQ3), se reportaron preocupaciones, como la falta de pautas institucionales, la dificultad para confiar en los resultados producidos por la IA y el riesgo de problemas éticos. Respecto al riesgo de dependencia de la IA (QP4), destaca la dificultad para desarrollar el razonamiento crítico y la falta de desarrollo de la creatividad y la autonomía.
Descargas
Referencias
ADNIN, R.; PANDKAR, A.; YAO, B.; WANG, D.; DAS, M. Examining Student and Teacher Perspectives on Undisclosed Use of Generative AI in Academic Work. In: Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems. 2025. p. 1-17. DOI: https://doi.org/10.1145/3706598.3713393
ALMASSAAD, A.; ALAJLAN, H.; ALEBAIKAN, R. Student perceptions of generative artificial intelligence: Investigating utilization, benefits, and challenges in higher education. Systems, v. 12, n. 10, p. 385, 2024. DOI: https://doi.org/10.3390/systems12100385
AQUINO, J. G. Autoridade docente, autonomia discente: uma equação possível e necessária. Autoridade e autonomia na escola: alternativas teóricas e práticas. São Paulo: Summus, 1999. p. 131-153.
BAEK, C.; TATE, T.; WARSCHAUER, M. “ChatGPT seems too good to be true”: College students’ use and perceptions of generative AI. Computers and Education: Artificial Intelligence, v. 7, p. 100294, 2024. DOI: https://doi.org/10.1016/j.caeai.2024.100294
BAIG, M. I.; YADEGARIDEHKORDI, E. ChatGPT in the higher education: A systematic literature review and research challenges. International journal of educational research, v. 127, p. 102411, 2024. DOI: https://doi.org/10.1016/j.ijer.2024.102411
BEATON, C.; WEEDEN, E.; ZILORA, S. Instructional Approaches Complementing the Use of Generative Artificial Intelligence in Higher Education. In: Proceedings of the 25th Annual Conference on Information Technology Education. 2024. p. 62-67. DOI: https://doi.org/10.1145/3686852.3687075
CLIFT, L.; PETROVSKA, O. Learning without limits: analysing the usage of generative AI in a summative assessment. In: Proceedings of the 9th Conference on Computing Education Practice. 2025. p. 5-8. DOI: https://doi.org/10.1145/3702212.3702214
COSTA, Sandro Lucas Reis et al. Pensamento crítico no ensino de ciências e educação matemática: uma revisão bibliográfica sistemática. Investigações em Ensino de Ciências, v. 26, n. 1, p. 145-168, 2021. DOI: https://doi.org/10.22600/1518-8795.ienci2021v26n1p145
DAI, Y.; LIU, A.; LIM, C. P. Reconceptualizing ChatGPT and generative AI as a student-driven innovation in higher education. Procedia CIRP, v. 119, p. 84-90, 2023. DOI: https://doi.org/10.1016/j.procir.2023.05.002
FREIRE, Paulo. Pedagogia da autonomia. 50. ed. Rio de Janeiro: Paz e Terra, 2015.
GONÇALVES, S. Ética e rigor na escrita académica. Coimbra: CINEP/IPC, 2018.
GRÁJEDA, A.; BURGOS, J.; CÓRDOVA, P.; SANJINÉS, A. Assessing student-perceived impact of using artificial intelligence tools: Construction of a synthetic index of application in higher education. Cogent Education, v. 11, n. 1, p. 2287917, 2024. DOI: https://doi.org/10.1080/2331186X.2023.2287917
HEMALATHA, K.; SASIREKHA, DR. K.; PRIYADHARSANI, T.; VISHNUPRIYA, R.; HARIBALA, R.K. Influence of Artificial Intelligence (AI) Tools on the Research Capabilities of College Students. International Journal of Scientific Research in Engineering and Management, v. 08, n. 10, p. 1-7, 17 out. 2024. DOI: https://doi.org/10.55041/IJSREM37999
KITCHENHAM, B. Procedures for performing systematic reviews. Keele, UK, Keele University, v. 33, n. 2004, p. 1-26, 2004.
LORIERI, M. A. Filosofia: fundamentos e métodos. Filosofia no ensino fundamental. São Paulo: Cortez.
LÜNICH, M.; KELLER, B.; MARCINKOWSKI, F. Diverging perceptions of artificial intelligence in higher education: A comparison of student and public assessments on risks and damages of academic performance prediction in Germany. Computers and Education: Artificial Intelligence, v. 7, p. 100305, 2024. DOI: https://doi.org/10.1016/j.caeai.2024.100305
MAHMUD, M. M.; WONG, S. F.; MOHD A'SERI, M. S.; AHMAD, R.; YAACOB, Y.; QAZI, A.; MUSTAMAM, N. I.; NAGASUNDRAM, U. Exploring Academic Perceptions and Challenges in AI Integration in Higher Education. In: Proceedings of the 2024 the 16th International Conference on Education Technology and Computers. 2024. p. 167-172. DOI: https://doi.org/10.1145/3702163.3702410
MALIK, A. R.; PRATIWI, Y.; ANDAJANI, K.; NUMERTAYASA, I. W.; SUHARTI, S.; DARWIS, A. Exploring artificial intelligence in academic essay: higher education student's perspective. International Journal of Educational Research Open, v. 5, p. 100296, 2023. DOI: https://doi.org/10.1016/j.ijedro.2023.100296
MOHD A’SERI, M. S.; MAHMUD, M. M; YAACOB, Y.; AHMAD, R.; NAGASUNDRAM, U.; MUSTAMAM, N. I. Beyond the Textbook: A Study of ChatGPT Patterns of Use Perceptions and Experiences Among Students in Higher Education. In: Proceedings of the 2024 the 16th International Conference on Education Technology and Computers. 2024. p. 110-116. DOI: https://doi.org/10.1145/3702163.3702179
MORIN, Edgar. Os setes saberes necessários à educação do futuro. Rio de Janeiro: Cortez Editora, 2011.
MUJTABA, B. Clarifying ethical dilemmas in sharpening students’ artificial intelligence proficiency: Dispelling myths about using AI tools in higher education. Business Ethics and Leadership, v. 8, n. 2, p. 107-127, 2024. DOI: https://doi.org/10.61093/bel.8(2).107-127.2024
PARK, H.; AHN, D. The promise and peril of ChatGPT in higher education: opportunities, challenges, and design implications. In: Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems. 2024. p. 1-21. DOI: https://doi.org/10.1145/3613904.3642785
QU, X.; SHERWOOD, J.; LIU, P.; ALEISA, N. Generative AI Tools in Higher Education: A Meta-Analysis of Cognitive Impact. In: Proceedings of the Extended Abstracts of the CHI Conference on Human Factors in Computing Systems. 2025. p. 1-9. DOI: https://doi.org/10.1145/3706599.3719841
QUINDE, G. A. L.; MUÑOZ, M. Y. T.; SUÁREZ, J. M. R.; VILLARREAL, R. E. P.; VÉLEZ, W. A. Z.; LAÍNEZ, A. A. D. P. Perception of university students on the use of artificial intelligence (AI) tools for the development of autonomous learning. Revista de Gestão Social e Ambiental, v. 18, n. 2, p. 1-20, 2024. DOI: https://doi.org/10.24857/rgsa.v18n2-136
SILVA, A.; COELHO, K. Integridade académica e plágio: como levar à mudança dentro e fora da sala de aula. Plágio e integridade académica na sociedade da informação, p. 68-78, 2020.
STÖHR, C.; OU, A. W.; MALMSTRÖM, H. Perceptions and usage of AI chatbots among students in higher education across genders, academic levels and fields of study. Computers and Education: Artificial Intelligence, v. 7, p. 100259, 2024. DOI: https://doi.org/10.1016/j.caeai.2024.100259
STOJANOV, A.; LIU, Q.; KOH, J. H. L. University students’ self-reported reliance on ChatGPT for learning: A latent profile analysis. Computers and Education: Artificial Intelligence, v. 6, p. 100243, 2024. DOI: https://doi.org/10.1016/j.caeai.2024.100243
TAYAN, O.; HASSAN, A.; KHANKAN, K.; ASKOOL, S. Considerations for adapting higher education technology courses for AI large language models: A critical review of the impact of ChatGPT. Machine Learning with Applications, v. 15, p. 100513, 2024. DOI: https://doi.org/10.1016/j.mlwa.2023.100513
TORRES, P. L.; TRINDADE, R.; CARNEIRO, V. B. Autonomia discente na universidade: metodologias ativas e a cibercultura. Revista teias, v. 20, n. 56, p. 171-187, 2019. DOI: https://doi.org/10.12957/teias.2019.39666
XU, X.; SU, Y.; ZHANG, Y.; WU, Y.; XU, X. Understanding learners’ perceptions of ChatGPT: A thematic analysis of peer interviews among undergraduates and postgraduates in China. Heliyon, v. 10, n. 4, 2024. DOI: https://doi.org/10.1016/j.heliyon.2024.e26239
ZHOU, X.; ZHANG, J.; CHAN, C. Unveiling students' experiences and perceptions of Artificial Intelligence usage in higher education. Journal of University Teaching and Learning Practice, v. 21, n. 6, p. 126-145, 2024. DOI: https://doi.org/10.53761/xzjprb23
Descargas
Publicado
Licencia
Derechos de autor 2025 RECIMA21 - Revista Científica Multidisciplinar - ISSN 2675-6218
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Os direitos autorais dos artigos/resenhas/TCCs publicados pertecem à revista RECIMA21, e seguem o padrão Creative Commons (CC BY 4.0), permitindo a cópia ou reprodução, desde que cite a fonte e respeite os direitos dos autores e contenham menção aos mesmos nos créditos. Toda e qualquer obra publicada na revista, seu conteúdo é de responsabilidade dos autores, cabendo a RECIMA21 apenas ser o veículo de divulgação, seguindo os padrões nacionais e internacionais de publicação.
