El impacto de la Inteligencia Artificial (IA) en el proceso de enseñanza-aprendizaje de los trabajos en la Universidad

Oscar Martínez-Rivera

doi:10.31637/epsir-2024-885

Authors

Oscar Martínez-Rivera Ramon Llull University https://orcid.org/0000-0003-1256-8288

DOI:

https://doi.org/10.31637/epsir-2024-885

Keywords:

Artificial Intelligence, ChatGPT, university homework, university, teaching, learning, teaching innovation, ICT, Higher Education

Abstract

Introduction: Artificial intelligence (AI) can be used to support the creation of course work. The use of this technology is going to be essential for the professional lives of students and, therefore, the University must incorporate tools such as ChatGPT throughout their training. The research is based on the use of AI to solve university exercises. Methodology: The methodology is based on the observation and analysis of the use of AI that a group of students have carried out to solve a university exercise and to what extent the final result is influenced by the proposals that ChatGPT makes to them. Results: Not all students have felt comfortable with the results of AI and have opted for more or less intensive use of the texts proposed by it. Most people who have relied primarily on the result of AI have failed the activity evaluation. Conclusions: AI can help in the construction of texts for university work, but the student needs to know a lot about the content requested by the exercise in order to greatly refine the initial AI proposal.

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Author Biography

Oscar Martínez-Rivera, Ramon Llull University

Associate Professor at the Faculty of Social Education and Social Work Pere Tarrés. GIAS research group. PhD in Education and Society (University of Barcelona), Social Educator (URL) and Psychopedagogist (UOC). Master in Information and Knowledge Society, Postgraduate in Education and ICT (eLearning) and Postgraduate in Labor Insertion. He has worked for 18 years as a social educator with people with intellectual disabilities and has been working at the Pere Tarrés Faculty since 2001. He has published articles and books on disability, social education and teaching at the University. He is accredited as a doctoral contract professor (ANECA), as a reader (AQU) and has a recognized six-year research period (ANECA).

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