ChatGPT: redefiniendo el aprendizaje autónomo
DOI:
https://doi.org/10.5281/zenodo.15091225Palabras clave:
aprendizaje, inteligencia artificial, innovación pedagógicaResumen
El presente estudio analiza el impacto del uso de ChatGPT en el aprendizaje autónomo de estudiantes de cuarto grado de secundaria. Para tal fin, se aplicó un diseño cuasiexperimental con 42 participantes, divididos en dos grupos: uno control, con métodos tradicionales, y otro experimental, con actividades mediadas por ChatGPT. Además, se evaluaron cuatro dimensiones del aprendizaje autónomo: autogestión, automotivación, autorregulación y autoevaluación. Los resultados mostraron mejoras significativas en el grupo experimental, especialmente en los niveles de independencia total. También, se evidenció que ChatGPT potencia la motivación intrínseca, la regulación del aprendizaje y el uso de estrategias metacognitivas. El análisis estadístico confirmó diferencias significativas (p < 0.05), y la regresión ordinal explicó el 100% de la variabilidad del aprendizaje autónomo. Aunque los resultados fueron positivos, la dimensión de autoevaluación mostró menor avance, lo que sugiere ajustar las estrategias pedagógicas. En conclusión, ChatGPT se presenta como una herramienta eficaz para fomentar el aprendizaje autónomo, aunque su implementación enfrenta desafíos relacionados con el acceso digital y la capacitación docente.
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