Actitud hacia el uso académico del ChatGPT de docentes en formación de República Dominicana
| Issue | Vol. 8 Núm. 2 (2024): Ciencia y Educación |
| DOI | |
| Publicado | jun 20, 2024 |
|
Estadísticas |
Instituto Superior de Formación Docente Salomé Ureña (ISFODOSU), República Dominicana.
Resumen
Este artículo analiza la actitud hacia el uso académico del ChatGPT de docentes en formación de República Dominicana. Se administró un cuestionario en Google Forms, previamente validado estadísticamente y mediante juicio de expertos y pilotaje. El instrumento de 44 ítems se organizó en cuatro factores: beneficios referidos, desventajas referidas, prácticas de uso referidas y actitudes. La mayoría de los estudiantes tiene cuenta de ChatGPT y la ha usado para realizar trabajos académicos. Consideran que el ChatGPT proporciona asistencia personalizada e inmediata, mejora sus competencias, inteligencia y rendimiento. Tienen una actitud positiva hacia su uso como recurso pedagógico complementario. Sin embargo, el ChatGPT puede afectar el trabajo en equipo, la socialización, generar dependencia y propiciar prácticas académicas deshonestas. Las perspectivas estudiantiles podrían ayudar a educadores y diseñadores de políticas educativas a promover el uso ético, responsable, efectivo y regulado del ChatGPT en educación superior.
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Bonsu, E. M., & Baffour-Koduah, D. (2023). From the Consumers’ Side: Determining Students’ Perception and Intention to Use ChatGPT in Ghanaian Higher Education. Journal of Education, Society & Multiculturalism, 4(1), 1-29. https://doi.org/10.2478/jesm-2023-0001
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Chan, C., & Hu, W. (2023). Students’ Voices on Generative AI: Perceptions, Benefits, and Challenges in Higher Education. arXiv, 1-18.
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Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. TJournal of Applied Learning & Teaching, 5(1), 57-63.
Foroughi, B., Senali, M. G., Iranmanesh, M., Khanfar, A., Ghobakhloo, M., Annamalai, N., & Naghmeh-Abbaspour, B. (2023). Determinants of Intention to Use ChatGPT for Educational Purposes: Findings from PLS-SEM and fsQCA. International Journal of Human-Computer Interaction, 0(0), 1-20. https://doi.org/10.1080/10447318.2023.2226495
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Imran, A. A., & Lashari, A. A. (2023). Exploring the World of Artificial Intelligence: The Perception of the University Students about ChatGPT for Academic Purpose. Global Social Sciences Review, 8(I), 375-384. https://doi.org/10.31703/gssr.2023(viii-i).34
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Lievens, J. (2023). Artificial Intelligence in Higher Education: Tool or Trickery? Education and New Developments, 2, 645-647. https://doi.org/10.4018/978-1-6684-6937-8.ch014
Limna, P., Kraiwanit, T., Jangjarat, K., Klayklung, P., & Chocksathaporn, P. (2023). The use of ChatGPT in the digital era: Perspectives on chatbot implementation. Journal of Applied Learning and Teaching, 6(1), 64-74. https://doi.org/10.37074/jalt.2023.6.1.32
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Liu, B. (2023). Chinese university students’ attitudes and perceptions in learning English using ChatGPT. International Journal of Education and Humanities (IJEH), 3(2), 132-140. https://doi.org/https://doi.org/10.58557/(ijeh).v3i2.145
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Biggs, J. (1999). Teaching for quality learning at university: What the student does. Open University Press.
Bonsu, E. M., & Baffour-Koduah, D. (2023). From the Consumers’ Side: Determining Students’ Perception and Intention to Use ChatGPT in Ghanaian Higher Education. Journal of Education, Society & Multiculturalism, 4(1), 1-29. https://doi.org/10.2478/jesm-2023-0001
Cai, Q., Lin, Y., & Yu, Z. (2023). Factors Influencing Learner Attitudes Towards ChatGPT-Assisted Language Learning in Higher Education. International Journal of Human-Computer Interaction, 1-15. https://doi.org/10.1080/10447318.2023.2261725
Chan, C. (2023a). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00408-3
Chan, C. (2023b). Is AI Changing the Rules of Academic Misconduct? An In-depth Look at Students’ Perceptions of «AI-giarism». arXiv, 1-19.
Chan, C., & Hu, W. (2023). Students’ Voices on Generative AI: Perceptions, Benefits, and Challenges in Higher Education. arXiv, 1-18.
Chan, C., & Zhou, W. (2023). Deconstructing Student Perceptions of Generative AI (GenAI) through an Expectancy Value Theory (EVT)-based Instrument. arXiv. https://doi.org/https://ui.adsabs.harvard.edu/link_gateway/2023arXiv230501186Y
Chatterjee, S., & Bhattacharjee, K. K. (2020). Adoption of artificial intelligence in higher education: a quantitative analysis using structural equation modelling. Education and Information Technologies, 25(5), 3443-3463. https://doi.org/10.1007/s10639-020-10159-7
Cheng, S. L., Lu, L., Xie, K., & Vongkulluksn, V. W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teachi ng and Teacher Education, 91, 103062. https://doi.org/10.1016/j.tate.2020.103062
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Dahlkemper, M. N., Lahme, S. Z., & Klein, P. (2023). How do physics students evaluate artificial intelligence responses on comprehension questions? A study on the perceived scientific accuracy and linguistic quality of ChatGPT. Physical Review Physics Education Research, 19(1), 1-21. https://doi.org/10.1103/physrevphyseducres.19.010142
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319-339. https://doi.org/10.2307/249008
Dixon, S. (2023). Don’ t panic (yet): The implications of ChatGPT for Education Studies in the UK. Educational Futures, 14(1), 96-116.
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
Filipec, O., & Woithe, J. V. (2023). Understanding the Adoption, Perception, and Learning Impact of ChatGPT in Higher Education. A qualitative exploratory case study analyzing students’ perspectives and experiences with the AI-based large language model. Jönköping University.
Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. TJournal of Applied Learning & Teaching, 5(1), 57-63.
Foroughi, B., Senali, M. G., Iranmanesh, M., Khanfar, A., Ghobakhloo, M., Annamalai, N., & Naghmeh-Abbaspour, B. (2023). Determinants of Intention to Use ChatGPT for Educational Purposes: Findings from PLS-SEM and fsQCA. International Journal of Human-Computer Interaction, 0(0), 1-20. https://doi.org/10.1080/10447318.2023.2226495
Gerardo, V., & Marcelo, C. (2022). El videojuego como recurso educativo: estudio de las actitudes de los docentes en República Dominicana. Pensamiento Educativo, 59(1), 1-13. http://dx.doi.org/10.7764/pel.59.1.2022.3
Ibrahim, H., Liu, F., Asim, R., Battu, B., Benabderrahmane, S., Alhafni, B., Adnan, W., Alhanai, T., AlShebli, B., Baghdadi, R., Bélanger, J. J., Beretta, E., Celik, K., Chaqfeh, M., Daqaq, M. F., Bernoussi, Z. El, Fougnie, D., de Soto, B. G., Gandolfi, A., … Zaki, Y. (2023). Perception, performance, and detectability of conversational artificial intelligence across 32 university courses. Scientific Reports, 13(1), 12187. https://doi.org/https://doi.org/10.1038/s41598-023-38964-3
Imran, A. A., & Lashari, A. A. (2023). Exploring the World of Artificial Intelligence: The Perception of the University Students about ChatGPT for Academic Purpose. Global Social Sciences Review, 8(I), 375-384. https://doi.org/10.31703/gssr.2023(viii-i).34
Iqbal, N., Ahmed, H., & Azhar, K. A. (2022). Exploring Teachers’ Attitudes Towards Using Chatgpt. Global Journal for Management and Administrative Sciences, 3(4), 97-111. https://doi.org/10.46568/gjmas.v3i4.163
Lievens, J. (2023). Artificial Intelligence in Higher Education: Tool or Trickery? Education and New Developments, 2, 645-647. https://doi.org/10.4018/978-1-6684-6937-8.ch014
Limna, P., Kraiwanit, T., Jangjarat, K., Klayklung, P., & Chocksathaporn, P. (2023). The use of ChatGPT in the digital era: Perspectives on chatbot implementation. Journal of Applied Learning and Teaching, 6(1), 64-74. https://doi.org/10.37074/jalt.2023.6.1.32
Lin, Z. (2023). Why and how to embrace AI such as ChatGPT in your academic life. Royal 4 Society Open Science, 10. https://doi.org/https://doi.org/10.31234/osf.io/sdx3j
Liu, B. (2023). Chinese university students’ attitudes and perceptions in learning English using ChatGPT. International Journal of Education and Humanities (IJEH), 3(2), 132-140. https://doi.org/https://doi.org/10.58557/(ijeh).v3i2.145
Mijwil, M. M., Hiran, K. K., Doshi, R., Dadhich, M., & Bala, I. (2023). ChatGPT and the Future of Academic Integrity in the Artificial Intelligence Era: A New Frontier. Al-Salam Journal for Engineering and Technology, 2(2), 116-127. https://doi.org/10.55145/ajest.2023.02.02.015
Mogavi, R. H., Deng, C., Kim, J. J., Zhou, P., Kwon, Y. D., Metwally, A. H. S., Tlili, A., Bassanelli, S., Bucchiarone, A., Gujar, S., Nacke, L. E., & Hui, P. (2023). Exploring User Perspectives on ChatGPT: Applications, Perceptions, and Implications for AI-Integrated Education. arXiv, 1-23.
Mohammed, M., Kumar, N., Zawiah, M., Al-ashwal, F. Y., Bala, A. A., Lawal, B. K., Wada, A. S., Halboup, A., Muhammad, S., Ahmad, R., & Sha, A. (2023). Psychometric properties and assessment of knowledge, attitude, and practice towards chatgpt in pharmacy practice and education: a Study Protocol. Journal of Racial and Ethnic Health Disparities, 1-23. https://doi.org/10.1007/s40615-023-01696-1
Morales, F. (1994). Psicología social. McGraw Hill Interamericana SA.
Nikou, S. A., & Economides, A. A. (2017). Mobile-Based Assessment: Integrating acceptance and motivational factors into a combined model of Self-Determination Theory and Technology Acceptance. Computers in Human Behavior, 68, 83-95. https://doi.org/10.1016/j.chb.2016.11.020
Palacios, C. (en proceso). Uso académico del chatgpt: validación de un cuestionario de actitud de estudiantes universitarios. Revista Campus Virtuales.
Peres, R., Schreier, M., Schweidel, D., & Sorescu, A. (2023). On ChatGPT and beyond: How generative artificial intelligence may affect research, teaching, and practice. International Journal of Research in Marketing, 40(2), 269-275. https://doi.org/10.1016/j.ijresmar.2023.03.001
Raman, R., Mandal, S., Das, P., Kaur, T., JP, S., & Nedungadi, P. (2023). University students as early adopters of ChatGPT: Innovation Diffusion Study. Research Square, 1-32. https://doi.org/https://doi.org/10.21203/rs.3.rs-2734142/v1
Rogers, E. M. (2003). Diffusion of Innovations (4.ª ed.). Free Press.
Romero-Rodríguez, J. M., Ramírez-Montoya, M. S., Buenestado-Fernández, M., & Lara-Lara, F. (2023). Use of ChatGPT at University as a Tool for Complex Thinking: Students’ Perceived Usefulness. Journal of New Approaches in Educational Research, 12(2), 323-339. https://doi.org/10.7821/naer.2023.7.1458
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning & Teaching, 6(1). https://doi.org/10.37074/jalt.2023.6.1.9
Sallam, M., Salim, N. A., Barakat, M., Al-Mahzoum, K., Al-Tammemi, A. B., Malaeb, D., Hallit, R., & Hallit, S. (2023a). Assessing Health Students’ Attitudes and Usage of ChatGPT in Jordan: Validation Study. JMIR Medical Education, 9, e48254. https://doi.org/10.2196/48254
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actitud del alumno
ChatGPT
docente en formación
estudiante universitario
inteligencia artificial generativa
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
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© Ciencia y Educación, 2024
Afiliaciones
Berki Yoselin Taveras-Sánchez
Instituto Superior de Formación Docente Salomé Ureña (ISFODOSU), República Dominicana.
Cómo citar
Taveras-Sánchez, B. Y. (2024). Actitud hacia el uso académico del ChatGPT de docentes en formación de República Dominicana. Ciencia Y Educación, 8(2), 5–26. https://doi.org/10.22206/cyed.2024.v8i2.3008