No todas las herramientas de IA son iguales. Análisis de aplicaciones inteligentes para la enseñanza universitaria
ISSN: 2013-9144
Year of publication: 2024
Issue: 45
Pages: 141-149
Type: Article
More publications in: Digital Education Review
Abstract
Currently, in addition to generative and conversational Artificial Intelligence (AI) applications or tools such as ChatGPT, Gemini, Perplexity, Copilot, Groq, and others, there exists a vast array of specific-purpose tools or apps for particular functionalities. These tools are continually evolving and are accessible through various repositories or web portals. In this article, we conducted a study of these apps with the objectives of: a) identifying and characterizing the AI tools specifically designed for the field of Higher Education, considering their functionality and didactic usability; and b) classifying the potential use of AI tools based on the phases of the teaching-learning process (pre-active, interactive, post-active) and the educational agents involved (teachers and students). For this purpose, 118 AI tools or apps created for educational purposes were selected from two of the most extensive international repositories or platforms (such as FUTUREPEDIA and THERE'S AN AI FOR THAT). A self-developed analysis instrument was used for their review. It is concluded that only a third of these tools are free, which presents an issue of inequality in access to them. Moreover, more than half have a dual function: to support both teaching (for teachers) and learning (for students).
Bibliographic References
- Area, M. y Adell, J. (2021). Tecnologías digitales y cambio educativo. Una aproximación crítica. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4), 83-96. https://doi.org/10.15366/reice2021.19.4.005
- Area, M. (2023). Inteligencia artificial en educación. Máquinas que enseñan. Hipótesis, 16, Universidad de La Laguna https://www.ull.es/portal/cienciaull/tabletplanet/?w=4806&s=13
- Baker, T., & Smith, L. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. Nesta Foundation. Retrieved July 5, 2021, from https://media.nesta.org.uk/documents/Future_of_AI_and_education_v5_WEB.pdf
- Bilad, M. R., Yaqin, L. N., & Zubaidah, S. (2023). Recent Progress in the Use of Artificial
- Intelligence Tools in Education. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 7(3), 279–
- https://doi.org/10.36312/esaintika.v7i3.1377
- Carrington, A. (2016). Professional development: The pedagogy wheel: It is not about the apps, it is about the pedagogy. Education Technology Solutions. https://educationtechnologysolutions.com/2016/06/padagogy-wheel/
- Galli, M. G., & Kanobel, M. C. (2023). ChatGPT en Educación Superior: explorando sus potencialidades y sus limitaciones. Revista Educación Superior Y Sociedad (ESS), 35(2), 174-195. https://doi.org/10.54674/ess.v35i2.815
- García Peñalvo, F. J., Llorens-Largo, F., & Vidal, J. (2024). La nueva realidad de la educación ante los avances de la inteligencia artificial generativa. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 9–39. https://doi.org/10.5944/ried.27.1.37716
- Ghnemat, R., Shaout, A., & Al-Sowi, A. M. (2022). Higher Education Transformation for Artificial Intelligence Revolution: Transformation Framework. International Journal of Emerging Technologies in Learning, 17(19).
- González-Calatayud, V., Prendes-Espinosa, P., & Roig-Vila, R. (2021). Artificial intelligence for student assessment: A systematic review. Applied Sciences, 11(12), 5467.
- Hernández Sampieri, Roberto (2006). Definición del alcance de la investigación a realizar: exploratoria, descriptiva, correlacional o explicativa en Metodología de la investigación. México: McGraw-Hill, pp. 57-68.
- Jiménez-García, E., Orenes-Martínez, N., y López-Fraile, L. A. (2024). Rueda de la Pedagogía para la Inteligencia Artificial: adaptación de la Rueda de Carrington. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 87–113. https://doi.org/10.5944/ried.27.1.37622
- Laurillard, D. (2013). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.
- López, E. y Martín, S. (2023). Guía para integrar las tecnologías basadas en inteligencia artificial generativa en los procesos de enseñanza y aprendizaje. Vicerrectorado Innovación Educativa, UNED, Madrid. https://unedo365-my.sharepoint.com/:b:/g/personal/smartin_ieec_uned_es/Ear9X0v_kXtBgrZowwGx5yUBlCyOClaGHbYmAjHT52dYhQ?e=HyVx8O
- Luan, H., Geczy, P., Lai, H., Gobert, J., Yang, S. J., Ogata, H., Baltes J, Guerra R, Li P. & Tsai, C. C. (2020). Challenges and future directions of big data and artificial intelligence in education. Frontiers in psychology, 11, 580820. https://doi: 10.3389/fpsyg.2020.580820. PMID: 33192896; PMCID: PMC7604529.
- Owoc M. L., Sawicka A., & Weichbroth P. (2021). Artificial intelligence technologies in education: Benefits, challenges and strategies of implementation. In M. L Owoc, & M. Pondel (Eds.), Artificial intelligence for knowledge management (Vol. 599, pp. 37–58). Springer.
- Pinzolits R. (2023). AI in academia: An overview of selected tools and their areas of application. MAP Education and Humanities, 4, 37-50.doi: https://doi.org/10.53880/2744-2373.2023.4.37
- Pisica, A. I., Edu, T., Zaharia, R. M., & Zaharia, R. (2023). Implementing Artificial Intelligence in Higher Education: Pros and Cons from the Perspectives of Academics. Societies, 13(5), 118.
- Pratama, M. P., Sampelolo, R., & Lura, H. (2023). Revolutionizing education: harnessing the power of artificial intelligence for personalized learning. Klasikal: Journal of Education, Language Teaching and Science, 5(2), 350-357.
- Zawacki-Richter, O., Marín, V.I., Bond, M. Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators?. International Journal of Educational Technology in Higher Education, 16-39 https://doi.org/10.1186/s41239-019-0171-0