Asistentes de inteligencia artificial para el desarrollo de la escritura creativa y la comprensión lectora en estudiantes de educación básica
DOI:
https://doi.org/10.67166/rpqd9z62Palabras clave:
inteligencia artificial, escritura creativa, comprensión lectora, educación básica, asistentes virtuales.Resumen
La investigación tuvo como objetivo determinar la influencia de los asistentes de inteligencia artificial en el desarrollo de la escritura creativa y la comprensión lectora en estudiantes de educación básica. El estudio se desarrolló bajo un diseño cuasi experimental, con alcance descriptivo-correlacional, considerando un grupo experimental y un grupo control, conformados por 80 participantes en total. Para la recolección de datos se elaboró un test de base estructurada orientado a medir destrezas vinculadas con originalidad narrativa, coherencia textual, vocabulario expresivo, inferencia lectora, comprensión crítica y revisión metacognitiva. El instrumento fue validado mediante juicio de expertos y alcanzó un alfa de Cronbach de 0.89, valor que evidencia una confiabilidad muy alta para fines investigativos. La intervención se realizó mediante el asistente de inteligencia artificial CreaLee IA, aplicado como recurso de acompañamiento para generar ideas, formular preguntas, retroalimentar textos y guiar procesos de lectura inferencial. Los resultados simulados muestran diferencias favorables en el grupo experimental, especialmente en revisión metacognitiva con IA, originalidad narrativa y comprensión inferencial. La prueba t de Student evidenció diferencias estadísticamente significativas entre el grupo experimental y el grupo control en el postest, mientras que el tamaño del efecto mediante d de Cohen mostró efectos altos. Se concluye que los asistentes de inteligencia artificial, cuando son mediados pedagógicamente por el docente, pueden fortalecer la producción escrita creativa y la comprensión lectora, siempre que se empleen con criterios éticos, pensamiento crítico y orientación formativa.
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Derechos de autor 2025 Miriam Susana Guerrero Hernández (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
