Uso de herramientas de inteligencia artificial como estrategia didáctica para mejorar el aprendizaje en estudiantes de Educación Básica en lenguaje y comunicación
DOI:
https://doi.org/10.67166/e54zhg08Palabras clave:
inteligencia artificial; estrategia didáctica; lenguaje y comunicación; Educación Básica; aprendizaje activo.Resumen
El objetivo del estudio fue determinar la influencia del uso de herramientas de inteligencia artificial como estrategia didáctica para mejorar el aprendizaje en lenguaje y comunicación en estudiantes de Educación Básica. La investigación se diseñó como un estudio cuasi experimental, de enfoque cuantitativo y alcance descriptivo-correlacional, con dos grupos: uno experimental y uno de control, conformados por 80 participantes. Se aplicó un test de base estructurada orientado a medir comprensión inferencial, producción escrita, vocabulario contextual, argumentación oral, revisión crítica de información y autorregulación comunicativa. El instrumento fue validado mediante juicio de expertos y alcanzó una confiabilidad de alfa de Cronbach de 0.89, considerada muy alta. La intervención IA-Comunica integró tutoría conversacional, retroalimentación escrita, generación guiada de preguntas, revisión de textos y debates asistidos por inteligencia artificial. Los resultados simulados muestran mejoras superiores en el grupo experimental, especialmente en autorregulación comunicativa, producción escrita coherente y revisión crítica de información. La prueba t de Student evidenció diferencias estadísticamente significativas entre los grupos en el postest, mientras que la d de Cohen mostró efectos grandes en todas las destrezas evaluadas. Asimismo, la correlación de Pearson indicó una relación positiva entre el uso pedagógico de la inteligencia artificial y el desempeño comunicativo. Se concluye que la inteligencia artificial, cuando se integra con mediación docente, criterios éticos y actividades activas, puede fortalecer aprendizajes comunicativos, favorecer la retroalimentación inmediata y promover mayor autonomía en la lectura, escritura y expresión oral.
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Derechos de autor 2025 Mariela Magdalena Parreño Calvopiña (Autor/a)
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