Gestión y Emprendimiento en Bachillerato: impacto de la IA generativa en la creatividad, autoeficacia e intención emprendedora de los estudiantes
DOI:
https://doi.org/10.67166/k9f7n329Palabras clave:
inteligencia artificial generativa; gestión y emprendimiento; creatividad; autoeficacia; intención emprendedora.Resumen
La incorporación de inteligencia artificial generativa (IAG) en la asignatura de Gestión y Emprendimiento abre una oportunidad pedagógica para que el bachillerato pase de actividades centradas en reproducir conceptos a experiencias de ideación, validación y toma de decisiones. El objetivo fue analizar el impacto de una secuencia didáctica mediada por IAG sobre la creatividad, la autoeficacia y la intención emprendedora de estudiantes de bachillerato. Se estructuró un diseño cuasi experimental con enfoque cuantitativo y alcance descriptivo-correlacional complementario, con 50 estudiantes distribuidos en un grupo control (n = 25) y un grupo experimental (n = 25), procedentes de cuatro centros educativos. Se aplicó un test de base estructurada antes y después de la intervención; su contenido fue sometido a juicio de expertos y la consistencia interna global alcanzó un alfa de Cronbach de .94. Para contrastar los cambios se consideraron estadísticos descriptivos, correlación de Pearson, prueba t de Student para muestras independientes y tamaño del efecto d de Cohen. En el conjunto de datos simulados utilizado para construir este manuscrito, el grupo experimental obtuvo mayores ganancias en creatividad (Δ = 13.82), autoeficacia (Δ = 10.36) e intención emprendedora (Δ = 11.84) que el grupo control; las diferencias de ganancia fueron significativas (p < .001) y presentaron efectos grandes. Asimismo, las ganancias mostraron asociaciones positivas, especialmente entre creatividad e intención emprendedora (r = .67). Se concluye que una mediación docente planificada de la IAG puede favorecer el aprendizaje emprendedor cuando la herramienta se usa para ampliar alternativas, contrastar supuestos y justificar decisiones, y no para sustituir el razonamiento del estudiante.
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Derechos de autor 2026 Wilson Israel Pilla Pilla (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
