ChatGPT: redefining autonomous learning
DOI:
https://doi.org/10.5281/zenodo.15091225Keywords:
learning, artificial intelligence, pedagogical innovationAbstract
This study analyzes the impact of ChatGPT on the independent learning of fourth-year secondary school students. A quasi-experimental design was used with 42 participants, divided into two groups: a control group with traditional methods, and an experimental group with ChatGPT-mediated activities. Additionally, four dimensions of independent learning were assessed: self-management, self-motivation, self-regulation, and self-assessment. The results showed significant improvements in the experimental group, especially in the levels of total independence. It was also evident that ChatGPT enhances intrinsic motivation, learning regulation, and the use of metacognitive strategies. Statistical analysis confirmed significant differences (p < 0.05), and ordinal regression explained 100% of the variability in independent learning. Although the results were positive, the self-assessment dimension showed less progress, suggesting the need to adjust pedagogical strategies. In conclusion, ChatGPT is presented as an effective tool for fostering autonomous learning, although its implementation faces challenges related to digital access and teacher training.
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