Inteligencia artificial generativa para medir el pensamiento crítico y el rendimiento académico en universitarios

• Neisser Aspajo-Torres https://orcid.org/0000-0002-1442-6278
• Regla Cristina Valdés-Cabodevilla https://orcid.org/0000-0002-2513-8861
• Varna Hernández-Junco https://orcid.org/0000-0001-7864-6723
• Elicza Isabel Ziadet-Bermúdez http://orcid.org/0000-0001-9755-3936

DOI: https://doi.org/10.31876/rcs.v32i3.46095

Palabras clave: Inteligencia artificial, educación superior, pensamiento crítico, evaluación del aprendizaje, rendimiento escolar

Resumen

La inteligencia artificial generativa se ha incorporado a la educación superior modificando prácticas de producción académica y demandando evidencias sobre su relación con el pensamiento crítico y el rendimiento. Este trabajo analiza la inteligencia artificial generativa como herramienta para la medición del pensamiento crítico y rendimiento académico de estudiantes en la Universidad Técnica de Ambato-Ecuador. Se empleó un enfoque cuantitativo, investigación aplicada con nivel descriptivo-analítico y diseño no experimental-transversal. La recolección de datos se realizó mediante un cuestionario escala Likert de cinco puntos, integrada por 20 ítems distribuidos en cuatro dimensiones: Reflexión y evaluación crítica; búsqueda activa de evidencia; conciencia epistémica; y, disposición al pensamiento independiente. Los resultados evidenciaron niveles altos de pensamiento crítico y asociaciones significativas, aunque de magnitud limitada, con el rendimiento académico. No se observaron diferencias sistemáticas del rendimiento según la herramienta utilizada, salvo contraste entre ChatGPT y Gemini con efecto pequeño. En el modelo, la reflexión y evaluación crítica, búsqueda activa de evidencia y conciencia epistémica, predijeron positivamente el rendimiento; mientras que la disposición al pensamiento independiente no resultó significativa. Se concluye que el aporte de la inteligencia artificial generativa depende de un uso guiado y de prácticas de verificación, recomendándose estudios longitudinales en la región.

Citas

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