Uses and perceptions of artificial intelligence tools in higher education in Mexico
DOI:
https://doi.org/10.35362/rie9516259Keywords:
Artificial Intelligence, Educational Technology, Higher EducationAbstract
With the advent of Artificial Intelligence (AI) in education, it becomes relevant to generate information that reflects the ways in which educational actors understand and implement these resources to establish training actions and guidelines for the use of this technology to improve education. This study aimed to understand the perception and use of AI tools in terms of frequency and types of use, educational expectations around them, as well as the contrasts between the opinions of teachers and students. The methodology used was quantitative, cross-sectional with an inferential-exploratory scope. An intentional sample of N=227 teachers and N=180 university students was obtained. Descriptive analyses were conducted on perceptions and uses of AI tools, followed by a variance analysis for independent samples. Among the main findings, it is observed that 20% of teachers and 33% of students use AI tools. From the inferential analysis, significant differences are obtained between teachers and students in relation to the beliefs they have about the impact of AI on learning, as well as the teachers' ability to identify when students use these resources in the completion of school tasks.
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