Advantages and risks of Generative Artificial Intelligence from higher education student's perception in Mexico

Authors

DOI:

https://doi.org/10.31637/epsir-2024-495

Keywords:

Generative Artificial Intelligence, Higher Education, Education activities, Machine Learning, Student's Perception, Advantages and Risks, Biases, Applications

Abstract

Introduction: This article reports the perceptions of university students on the use of Generative Artificial Intelligence in educational and academic issues. Previous studies related to the topic were reviewed, in addition to information generated by a sample of students from two Mexican higher education institutions where central opinions were identified about their perception as users of Generative Artificial Intelligence, recognizing advantages, disadvantages, abuses, challenges and some considerations regarding the skills that they consider that their teachers possess in relation to the use of this technology in the pedagogical and technological aspects. Methodology: Methodologically the qualitative, exploratory and descriptive approach was chosen, supported by a documentary analysis and fieldwork, based on the categorization of the information provided by the sample, computing frequencies to transcode them for a better interpretation. Results: Among the main results, it was found that the majority of students show acceptance for the use of the IAGen in their academic activities, highlighting a growth in their learning and an efficient improvement in their academic tasks. Discussions and Conclusions: However, there is also a relevant concern about the ethical use and privacy of information when using this type of technology.

Downloads

Download data is not yet available.

Author Biographies

Mariana Hernández González, National Polytechnic Institute

She is an aspiring Master in Administration in Management and Development of Education and Bachelor in International Business, distinguished with the Award for the Best Written Work for Undergraduate Level Degree 2018, by the National Polytechnic Institute. She has a Diploma in areas of orientation of teaching practice by the UNAM. She currently works as a high school teacher.

Juan Manuel Ramos Quiroz, National Polytechnic Institute

D. in Educational Research from the University of Puebla and Master of Science in Business Administration from the National Polytechnic Institute. He was coordinator of the Master in Administration in Management and Development of Education, administrative assistant director of the Center for Scientific and Technological Studies No. 17 and Coordinator of Educational Structure, all of them at the same IPN. He has participated in publications on issues of educational inclusion, digital competencies, educational management, educational innovation and ICT in education. He is currently a full time collegiate research professor at the Instituto Politécnico Nacional.

Francisco Javier Chávez Maciel, National Polytechnic Institute

D. in Pedagogy from the Universidad Nacional Autónoma de México (UNAM). He was academic coordinator of the Common Space for Distance Higher Education in Mexico. He was Head of the Planning Unit at the Faculty of Law of the UNAM, as well as Academic Deputy Director at the Directorate of Sports and Recreational Activities of the UNAM. He was Specialized Technical Coordinator at the Directorate of Planning, Programming and Budget of the Ministry of Public Education. He has participated in international and national research, published and presented papers on educational issues related to inclusion, digital skills, management, innovation and ICT. He is currently a full-time postgraduate research professor at the National Polytechnic Institute.

María del Carmen Trejo Cázares, National Polytechnic Institute

D. in Pedagogy, specializing in Educational Planning and Foresight. Certified as University Expert in Planning and Management of Development Cooperation Projects in the field of Education, Science and Culture, by the Universidad Nacional de Educación a Distancia, Spain. At the National Polytechnic Institute, she held the positions of Head of the Division of Programs in Virtual Graduate Environments and Member of the Evaluation Committee of the National Quality Graduate Program of CONACyT in the area of non-school and mixed programs. She is currently a collegiate professor and research professor at the same institution.

References

Chan, C. (2023). A comprehensive AI policy Education framework for university teaching and learning. International Journal of Educational Techonology in Higher Education, 20(1), 38. https://doi.org/10.1186/s41239-023-00408-3 DOI: https://doi.org/10.1186/s41239-023-00408-3

Coordinación de Universidad Abierta, Innovación Educativa y Educación a Distancia (2023). Aplicaciones de la Inteligencia Artificial Generativa para la Docencia. Caja de herramientas, 7. https://bit.ly/4655y37

Cortés, J., Aguilar, J. y Pérez, W. (2023). Inteligencia artificial en la ciberseguridad. En J. L. Ponce López y L. M. Castañeda de León (Eds.), Inteligencia artificial en la educación superior, perspectivas e implicaciones prácticas en las instituciones mexicanas (pp. 93-103). México: Asociación Nacional de Universidades e Instituciones de Educación Superior.

Del Castillo, A. (2024). La inteligencia artificial no es feminista. Gaceta UNAM, 5(487), 14-15. https://www.sa.unam.mx/pdf/genero/junio/IA-no-feminista.pdf

Díaz-Novelo, C. (2023). El liderazgo humanista del CIO universitario ante los retos de la inteligencia artificial. En J. L. Ponce López y L. M. Castañeda de León (Eds.), Inteligencia artificial en la educación superior, perspectivas e implicaciones prácticas en las instituciones mexicanas (pp. 65-83). Asociación Nacional de Universidades e Instituciones de Educación Superior.

Espinosa, A. (2024). El dilema de la IA y su regulación. Revista Cámara, 3, 24-27. https://indd.adobe.com/view/238a0725-669f-4342-84c0-482a2694d42c

Gutiérrez, I. (2024). Es mandatario que mujeres participen en IA para evitar sesgos: especialistas. TecScience. https://bit.ly/3VVbZB8

Holmes, W. (2023). El rol de la inteligencia artificial en la universidad [Mesa redonda]. Foro Construyendo el futuro de la inteligencia artificial. México.

López G. y Muñoz, A. (2024). La Inteligencia Artificial en la mira. Gaceta UdeG. https://www.gaceta.udg.mx/la-inteligencia-artificial-en-la-mira/

Mezura, E. (2024). Buenas noticias sobre los riesgos éticos de la Inteligencia Artificial [Archivo de video]. YouTube. https://www.youtube.com/watch?v=nQHMzDdDR7w

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura [UNESCO] (2023). La Inteligencia Artificial ¿Necesitamos una nueva educación? https://unesdoc.unesco.org/ark:/48223/pf0000386262

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura [UNESCO] (2023). Oportunidades y desafíos de la era de la inteligencia artificial para la educación superior: una introducción para los actores de la educación superior. https://unesdoc.unesco.org/ark:/48223/pf0000386670_spa

Reséndiz, A. (2024). La Inteligencia Artificial: Transformando la educación del futuro. Docencia Politécnica, 18, 10-17. https://bit.ly/3W6Xyev

Ryan-Mosley, T. (2024). Vuelta al mundo por las regulaciones de la IA en 2024. MIT Techonology Review. https://bit.ly/4bAotUA

Sánchez, M. (2024). Retos, desafíos y oportunidades de la Inteligencia Artificial en la Educación. 3er ciclo de conferencias CITE [Archivo de video]. Facebook. https://www.facebook.com/CITEUAQ/videos/1149397786423265/

Treviño, R. (2023). Hace Tec programa piloto integrando herramientas de IA en clases. Conecta. Tecnológico de Monterrey. https://bit.ly/3xOWLFt

Universidad Nacional Autónoma de México (2023). Recomendaciones para el uso de Inteligencia Artificial Generativa en la docencia. Universidad Autónoma de México. https://bit.ly/3W67jJM

Williamson, B. (2023). En clase, la IA debe quedarse en su sitio. El correo de la UNESCO, 8042, 6-8. https://unesdoc.unesco.org/ark:/48223/pf0000387029_spa DOI: https://doi.org/10.18356/22202315-2023-4-2

Downloads

Published

2024-08-22

How to Cite

Hernández González, M., Ramos Quiroz, J. M., Chávez Maciel, F. J., & Trejo Cázares, M. del C. (2024). Advantages and risks of Generative Artificial Intelligence from higher education student’s perception in Mexico. European Public & Social Innovation Review, 9, 1–19. https://doi.org/10.31637/epsir-2024-495

Issue

Vol. 9 (2024)

Section

Research and Artificial Intelligence

License

Copyright (c) 2024 Mariana Hernández González (Autor de Correspondencia); Juan Manuel Ramos Quiroz, Francisco Javier Chávez Maciel, María del Carmen Trejo Cázares

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).