Inteligencia artificial aplicada a tutorías en entornos virtuales de aprendizaje
Palabras clave:
educación a distancia, inteligencia artificial, sistemas de tutoría inteligente, tutorías virtuales, experiencia de aprendizaje
Resumen
El presente estudio aborda la incidencia de la inteligencia artificial en tutorías virtuales sobre la experiencia de aprendizaje de estudiantes en entornos educativos a distancia, focalizándose en la ciudad de Riohacha, Colombia. Ante la creciente adopción de sistemas de tutoría inteligente en la educación virtual y la limitada investigación empírica sobre la percepción estudiantil, se planteó como objetivo determinar cómo estas tecnologías impactan dimensiones clave de la experiencia educativa. Para ello, se empleó un enfoque mixto con diseño descriptivo y correlacional, aplicando encuestas tipo Likert y entrevistas semiestructuradas a una muestra representativa de estudiantes participantes en tutorías con IA. Los resultados evidenciaron una mejora significativa en la personalización y satisfacción de los estudiantes, así como en la percepción de utilidad de las tutorías asistidas por IA, aunque se identificaron desafíos relacionados con la interacción afectiva y emocional. La discusión reveló que, si bien la IA contribuye a optimizar procesos pedagógicos, la mediación humana sigue siendo esencial para cubrir aspectos complementarios. El estudio concluye que la integración de IA en tutorías virtuales favorece la experiencia de aprendizaje, pero su desarrollo debe orientarse hacia una mayor sensibilidad afectiva y colaboración con tutores humanos. Se plantean limitaciones vinculadas al contexto geográfico y tamaño muestral, y se sugieren futuras investigaciones para ampliar el alcance y profundizar en las capacidades emocionales de estos sistemas. Este trabajo aporta evidencia relevante para la innovación educativa en contextos de educación a distancia y tecnologías inteligentes.
Citas
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Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995).3 Cognitive tutors: Lessons learned. Journal of the Learning Sciences, 4(2), 167–207.4 https://doi.org/10.1207/s15327809jls0402_2
Arnau-González, P., Solera-Monforte, S., Wu, Y., & Arevalillo-Herráez, M. (2025). A framework for adapting conversational intelligent tutoring systems to enable collaborative learning.5 Expert Systems with Applications, 271, 126663.6 https://doi.org/10.1016/j.eswa.2025.126663
Baker, R. S. J. d. (2016). Stupid tutoring systems, intelligent humans. International Journal of Artificial Intelligence in Education, 26(2), 600–614. https://doi.org/10.1007/s40593-015-0089-1
Boy Barreto, A. M., García Curo, G., Tito, L. P., & Tito Cárdenas, J. V. (2021). Inteligencia artificial aplicada al sector educativo. Revista Venezolana de Gerencia, 26(96), 1189–1200. https://doi.org/10.52080/rvgluz.26.96.12
Carbonell, N., & Hernández, M. Á. (2024). Impacto de los sistemas de tutoría inteligente: Una revisión sistemática. Edutec, Revista Electrónica de Tecnología Educativa, (89), 121–143. https://doi.org/10.21556/edutec.2024.89.3025
Chartered College of Teaching. (2024). AI tutoring: Bridging the educational disadvantage gap. Chartered College. https://chartered.college/impact/ai-tutoring-bridging-the-educational-disadvantage-gap
Corbett, A. T., & Anderson, J. R. (1995). Knowledge tracing: Modeling the acquisition of procedural knowledge.7 User Modeling and User-Adapted Interaction, 4(4), 253–278. https://doi.org/10.1007/BF01193451
du Plooy, E., Casteleijn, D., & Franzsen, D. (2024). Personalized adaptive learning in higher education: A scoping review of key characteristics and impact on academic performance and engagement. Heliyon, 10(21), e39630. https://doi.org/10.1016/j.heliyon.2024.e39630
Financial Times. (2024, 10 de octubre). Chatbots in the classroom: how AI is reshaping higher education. https://www.ft.com/content/adb559da-1bdf-4645-aa3b-e179962171a1
Fodouop Kouam, A. W. (2024). The effectiveness of intelligent tutoring systems in supporting students with varying levels of programming experience (Preprint). https://doi.org/10.21203/rs.3.rs-4788797/v1
Graesser, A., VanLehn, K., Rose, C. P., Jordan, P., & Harter, D. (2001).8 Intelligent tutoring systems with conversational dialogue. AI Magazine, 22(4), 39–51. https://doi.org/10.1609/aimag.v22i4.1639
Guerschberg, L., & Gutierrez, Y. (2024). Tutoría con inteligencia artificial generativa en la educación superior: Oportunidades y desafíos en el aprendizaje. Ciencia Latina Revista Científica Multidisciplinar, 8(5), 9960–9975. https://doi.org/10.37811/cl_rcm.v8i5.14391
Holmes, W., Bialik, M., & Fadel, C. (2019).9 Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.
Ilić, J., Ivanovic, M., & Milicevic, A. (2024). The impact of intelligent tutoring systems and artificial intelligence on students’ motivation and achievement in STEM education: A systematic review. Journal of Educational Studies in Mathematics and Computer Science, 1(2), 5–18. https://doi.org/10.5937/JESMAC2402005I
Jisc National Centre for AI. (2025). Student perceptions of AI. Jisc. https://www.jisc.ac.uk/reports/student-perceptions-of-ai-2025
Kabudi, T., Pappas, I., & Olsen, D. (2021). AI-enabled adaptive learning systems: A systematic mapping of the literature. Computers and Education: Artificial Intelligence, 2, 100017. https://doi.org/10.1016/j.caeai.2021.100017
Koedinger, K. R., & Aleven, V. (2007).10 Exploring the assistance dilemma in experiments with cognitive tutors. Cognitive Science, 31(3), 307–340. https://doi.org/10.1007/s10648-007-9049-0
Koedinger, K. R., Corbett, A. T., & Perfetti, C. (2012). The knowledge-learning-instruction framework: Bridging the science of learning and the design of instruction. Educational Psychologist, 47(3), 153–176. https://doi.org/10.1080/00461520.2012.667065
Kulik, J. A., & Fletcher, J. D. (2016). Effectiveness of intelligent tutoring systems: A meta-analytic review. Information Age Publishing.
Labadze, L., Grigolia, M., & Machaidze, L. (2023).11 Role of AI chatbots in education: systematic literature review. International Journal of Educational Technology in Higher Education, 20(1), 56. https://doi.org/10.1186/s41239-023-00426-1
Létourneau, A., Deslandes Martineau, M., Charland, P., Karran, A., Boasen, J., & Léger, P. (2025). A systematic review of AI-driven intelligent tutoring systems (ITS) in K-12 education. npj Science of Learning, 10, 12. https://doi.org/10.1038/s41539-025-00320-7
Luckin, R. (Ed.). (2018). Enhancing Learning and Teaching with Technology: What Works and Why. UCL IOE Press.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An argument for AI in Education. Pearson / UCL Knowledge Lab. https://discovery.ucl.ac.uk/id/eprint/1474410/
Malpartida, J. N., Olmos, D., Ogosi, J. A., & Cruz, K. K. (2021). Mejora del proceso educativo a través de plataformas virtuales. Revista Venezolana de Gerencia, 26(Número Especial 5), 248–260. https://doi.org/10.52080/rvgluz.26.e5.17
McLaughlin, J., Dal Ponte, C., & Lyons, K. (2025). Student perceptions of GenAI as a virtual tutor to support collaborative research training for health professionals.12 BMC Medical Education, 25, 120. https://doi.org/10.1186/s12909-025-07390-6
Merelo, J. J., Castillo, P. A., Mora, A. M., Barranco, F., Abbas, N., Guillén, A., & Tsivitanidou, O. (2023). Chatbots and messaging platforms in the classroom: An analysis from the teacher’s perspective. Education and Information Technologies, 29(2), 1903–1938. https://doi.org/10.1007/s10639-023-11703-x
Michigan Virtual. (2024). AI in Education: Exploring Trust, Challenges, and the Push for Implementation. Michigan Virtual Policy Brief. https://michiganvirtual.org/research/publications/ai-in-education-exploring-trust-challenges-and-the-push-for-implementation/
Montecinos, E. (2021). Cuarta revolución industrial y la administración pública en América Latina. Revista Venezolana de Gerencia, 26(93), 10–32. https://doi.org/10.52080/rvgluz93.02
Nye, B. D. (2015). Intelligent tutoring systems by and for the developing world: A review of trends and design principles. International Journal of Artificial Intelligence in Education, 25(2), 177–203. https://doi.org/10.1007/s40593-015-0046-1
Ocaña-Fernández, Y., Valenzuela-Fernández, L. A., Vera-Flores, M. A., & Rengifo-Lozano, R. (2021). Inteligencia artificial (IA) aplicada a la gestión pública. Revista Venezolana de Gerencia, 26(94), 696–707. https://doi.org/10.52080/rvgv26n94.14
Parrales, M. L., Sornoza, D. R., & Morán, J. H. (2025). Inteligencia artificial en la transformación del proceso enseñanza-aprendizaje. Revista Venezolana de Gerencia, 30(Especial 13), 538–555. https://doi.org/10.52080/rvgluz.30.especial13.35
Rodríguez, M. H. (2021). Sistemas de tutoría inteligente y su aplicación en la educación superior. RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 11(22), e015. https://doi.org/10.23913/ride.v11i22.848
Rodríguez, F. E., Garcés, G. L., Valencia, J., & Valencia, A. A. (2025). Tendencias investigativas en el uso de técnicas de inteligencia artificial en la investigación científica. Revista Venezolana de Gerencia, 30(109), 351–380. https://doi.org/10.52080/rvgluz.30.109.23
Rojas-Castro, P. (2017). Learning analytics: una revisión de la literatura. Educación y Educadores, 20(1), 106–128. https://doi.org/10.5294/edu.2017.20.1.6
Šarmanová, J., & Kostolányová, K. (2015). Adaptive e-learning: From theory to practice. International Journal of Information and Communication Technologies in Education, 4(1), 1–18. https://doi.org/10.1515/ijicte-2015-0018
Siemens, G., & Baker, R. S. D. (2012). Learning analytics and educational data mining: Towards communication and collaboration. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (pp. 252–254). ACM. https://doi.org/10.1145/2330601.2330661
Tasoulas, T., Troussas, C., Mylonas, P., & Sgouropoulou, C. (2024). Affective computing in intelligent tutoring systems: Exploring insights and innovations. Proceedings of the 2024 IEEE Southeast Europe Design and Architecture Conference (SEEDA-CECNSM), 91–97. https://doi.org/10.1109/SEEDA-CECNSM63478.2024.00025
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221. https://doi.org/10.1080/00461520.2011.611369
Vieriu, A. M., & Petrea, G. (2025). The Impact of Artificial Intelligence (AI) on Students’ Academic Development. Education Sciences, 15(3), 343. https://doi.org/10.3390/educsci15030343
Wang, H., Tlili, A., Huang, R., Liu, C., & Zhang, H. (2023). Examining the applications of intelligent tutoring systems in real educational contexts: A systematic literature review from the social experiment perspective. Education and Information Technologies, 28(8), 9113–9148. https://doi.org/10.1007/s10639-022-11555-x
Wang, S., Wang, F., Zhu, Z., Wang, J., Tran, T., & Du, Z. (2024).14 Artificial intelligence in education: A systematic literature review. Expert Systems with Applications, 252, 124167. https://doi.org/10.1016/j.eswa.2024.124167
Wang, X., Maeda, Y., & Chang, H.-H. (2024). Development and techniques in learner model in adaptive e-learning system: A systematic review. Computers & Education, 225, 105184. https://doi.org/10.1016/j.compedu.2024.105184
Woolf, B. P. (Ed.). (2010). Building intelligent interactive tutors: Student-centered strategies for revolutionizing e-learning. Elsevier.
Woolf, B. P., Lane, H. C., Chaudhri, V. K., & Kolodner, J. L. (2013). AI grand challenges for education.15 AI Magazine, 34(4), 66–84. https://doi.org/10.1609/aimag.v34i4.2527
Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995).3 Cognitive tutors: Lessons learned. Journal of the Learning Sciences, 4(2), 167–207.4 https://doi.org/10.1207/s15327809jls0402_2
Arnau-González, P., Solera-Monforte, S., Wu, Y., & Arevalillo-Herráez, M. (2025). A framework for adapting conversational intelligent tutoring systems to enable collaborative learning.5 Expert Systems with Applications, 271, 126663.6 https://doi.org/10.1016/j.eswa.2025.126663
Baker, R. S. J. d. (2016). Stupid tutoring systems, intelligent humans. International Journal of Artificial Intelligence in Education, 26(2), 600–614. https://doi.org/10.1007/s40593-015-0089-1
Boy Barreto, A. M., García Curo, G., Tito, L. P., & Tito Cárdenas, J. V. (2021). Inteligencia artificial aplicada al sector educativo. Revista Venezolana de Gerencia, 26(96), 1189–1200. https://doi.org/10.52080/rvgluz.26.96.12
Carbonell, N., & Hernández, M. Á. (2024). Impacto de los sistemas de tutoría inteligente: Una revisión sistemática. Edutec, Revista Electrónica de Tecnología Educativa, (89), 121–143. https://doi.org/10.21556/edutec.2024.89.3025
Chartered College of Teaching. (2024). AI tutoring: Bridging the educational disadvantage gap. Chartered College. https://chartered.college/impact/ai-tutoring-bridging-the-educational-disadvantage-gap
Corbett, A. T., & Anderson, J. R. (1995). Knowledge tracing: Modeling the acquisition of procedural knowledge.7 User Modeling and User-Adapted Interaction, 4(4), 253–278. https://doi.org/10.1007/BF01193451
du Plooy, E., Casteleijn, D., & Franzsen, D. (2024). Personalized adaptive learning in higher education: A scoping review of key characteristics and impact on academic performance and engagement. Heliyon, 10(21), e39630. https://doi.org/10.1016/j.heliyon.2024.e39630
Financial Times. (2024, 10 de octubre). Chatbots in the classroom: how AI is reshaping higher education. https://www.ft.com/content/adb559da-1bdf-4645-aa3b-e179962171a1
Fodouop Kouam, A. W. (2024). The effectiveness of intelligent tutoring systems in supporting students with varying levels of programming experience (Preprint). https://doi.org/10.21203/rs.3.rs-4788797/v1
Graesser, A., VanLehn, K., Rose, C. P., Jordan, P., & Harter, D. (2001).8 Intelligent tutoring systems with conversational dialogue. AI Magazine, 22(4), 39–51. https://doi.org/10.1609/aimag.v22i4.1639
Guerschberg, L., & Gutierrez, Y. (2024). Tutoría con inteligencia artificial generativa en la educación superior: Oportunidades y desafíos en el aprendizaje. Ciencia Latina Revista Científica Multidisciplinar, 8(5), 9960–9975. https://doi.org/10.37811/cl_rcm.v8i5.14391
Holmes, W., Bialik, M., & Fadel, C. (2019).9 Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.
Ilić, J., Ivanovic, M., & Milicevic, A. (2024). The impact of intelligent tutoring systems and artificial intelligence on students’ motivation and achievement in STEM education: A systematic review. Journal of Educational Studies in Mathematics and Computer Science, 1(2), 5–18. https://doi.org/10.5937/JESMAC2402005I
Jisc National Centre for AI. (2025). Student perceptions of AI. Jisc. https://www.jisc.ac.uk/reports/student-perceptions-of-ai-2025
Kabudi, T., Pappas, I., & Olsen, D. (2021). AI-enabled adaptive learning systems: A systematic mapping of the literature. Computers and Education: Artificial Intelligence, 2, 100017. https://doi.org/10.1016/j.caeai.2021.100017
Koedinger, K. R., & Aleven, V. (2007).10 Exploring the assistance dilemma in experiments with cognitive tutors. Cognitive Science, 31(3), 307–340. https://doi.org/10.1007/s10648-007-9049-0
Koedinger, K. R., Corbett, A. T., & Perfetti, C. (2012). The knowledge-learning-instruction framework: Bridging the science of learning and the design of instruction. Educational Psychologist, 47(3), 153–176. https://doi.org/10.1080/00461520.2012.667065
Kulik, J. A., & Fletcher, J. D. (2016). Effectiveness of intelligent tutoring systems: A meta-analytic review. Information Age Publishing.
Labadze, L., Grigolia, M., & Machaidze, L. (2023).11 Role of AI chatbots in education: systematic literature review. International Journal of Educational Technology in Higher Education, 20(1), 56. https://doi.org/10.1186/s41239-023-00426-1
Létourneau, A., Deslandes Martineau, M., Charland, P., Karran, A., Boasen, J., & Léger, P. (2025). A systematic review of AI-driven intelligent tutoring systems (ITS) in K-12 education. npj Science of Learning, 10, 12. https://doi.org/10.1038/s41539-025-00320-7
Luckin, R. (Ed.). (2018). Enhancing Learning and Teaching with Technology: What Works and Why. UCL IOE Press.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An argument for AI in Education. Pearson / UCL Knowledge Lab. https://discovery.ucl.ac.uk/id/eprint/1474410/
Malpartida, J. N., Olmos, D., Ogosi, J. A., & Cruz, K. K. (2021). Mejora del proceso educativo a través de plataformas virtuales. Revista Venezolana de Gerencia, 26(Número Especial 5), 248–260. https://doi.org/10.52080/rvgluz.26.e5.17
McLaughlin, J., Dal Ponte, C., & Lyons, K. (2025). Student perceptions of GenAI as a virtual tutor to support collaborative research training for health professionals.12 BMC Medical Education, 25, 120. https://doi.org/10.1186/s12909-025-07390-6
Merelo, J. J., Castillo, P. A., Mora, A. M., Barranco, F., Abbas, N., Guillén, A., & Tsivitanidou, O. (2023). Chatbots and messaging platforms in the classroom: An analysis from the teacher’s perspective. Education and Information Technologies, 29(2), 1903–1938. https://doi.org/10.1007/s10639-023-11703-x
Michigan Virtual. (2024). AI in Education: Exploring Trust, Challenges, and the Push for Implementation. Michigan Virtual Policy Brief. https://michiganvirtual.org/research/publications/ai-in-education-exploring-trust-challenges-and-the-push-for-implementation/
Montecinos, E. (2021). Cuarta revolución industrial y la administración pública en América Latina. Revista Venezolana de Gerencia, 26(93), 10–32. https://doi.org/10.52080/rvgluz93.02
Nye, B. D. (2015). Intelligent tutoring systems by and for the developing world: A review of trends and design principles. International Journal of Artificial Intelligence in Education, 25(2), 177–203. https://doi.org/10.1007/s40593-015-0046-1
Ocaña-Fernández, Y., Valenzuela-Fernández, L. A., Vera-Flores, M. A., & Rengifo-Lozano, R. (2021). Inteligencia artificial (IA) aplicada a la gestión pública. Revista Venezolana de Gerencia, 26(94), 696–707. https://doi.org/10.52080/rvgv26n94.14
Parrales, M. L., Sornoza, D. R., & Morán, J. H. (2025). Inteligencia artificial en la transformación del proceso enseñanza-aprendizaje. Revista Venezolana de Gerencia, 30(Especial 13), 538–555. https://doi.org/10.52080/rvgluz.30.especial13.35
Rodríguez, M. H. (2021). Sistemas de tutoría inteligente y su aplicación en la educación superior. RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 11(22), e015. https://doi.org/10.23913/ride.v11i22.848
Rodríguez, F. E., Garcés, G. L., Valencia, J., & Valencia, A. A. (2025). Tendencias investigativas en el uso de técnicas de inteligencia artificial en la investigación científica. Revista Venezolana de Gerencia, 30(109), 351–380. https://doi.org/10.52080/rvgluz.30.109.23
Rojas-Castro, P. (2017). Learning analytics: una revisión de la literatura. Educación y Educadores, 20(1), 106–128. https://doi.org/10.5294/edu.2017.20.1.6
Šarmanová, J., & Kostolányová, K. (2015). Adaptive e-learning: From theory to practice. International Journal of Information and Communication Technologies in Education, 4(1), 1–18. https://doi.org/10.1515/ijicte-2015-0018
Siemens, G., & Baker, R. S. D. (2012). Learning analytics and educational data mining: Towards communication and collaboration. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (pp. 252–254). ACM. https://doi.org/10.1145/2330601.2330661
Tasoulas, T., Troussas, C., Mylonas, P., & Sgouropoulou, C. (2024). Affective computing in intelligent tutoring systems: Exploring insights and innovations. Proceedings of the 2024 IEEE Southeast Europe Design and Architecture Conference (SEEDA-CECNSM), 91–97. https://doi.org/10.1109/SEEDA-CECNSM63478.2024.00025
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221. https://doi.org/10.1080/00461520.2011.611369
Vieriu, A. M., & Petrea, G. (2025). The Impact of Artificial Intelligence (AI) on Students’ Academic Development. Education Sciences, 15(3), 343. https://doi.org/10.3390/educsci15030343
Wang, H., Tlili, A., Huang, R., Liu, C., & Zhang, H. (2023). Examining the applications of intelligent tutoring systems in real educational contexts: A systematic literature review from the social experiment perspective. Education and Information Technologies, 28(8), 9113–9148. https://doi.org/10.1007/s10639-022-11555-x
Wang, S., Wang, F., Zhu, Z., Wang, J., Tran, T., & Du, Z. (2024).14 Artificial intelligence in education: A systematic literature review. Expert Systems with Applications, 252, 124167. https://doi.org/10.1016/j.eswa.2024.124167
Wang, X., Maeda, Y., & Chang, H.-H. (2024). Development and techniques in learner model in adaptive e-learning system: A systematic review. Computers & Education, 225, 105184. https://doi.org/10.1016/j.compedu.2024.105184
Woolf, B. P. (Ed.). (2010). Building intelligent interactive tutors: Student-centered strategies for revolutionizing e-learning. Elsevier.
Woolf, B. P., Lane, H. C., Chaudhri, V. K., & Kolodner, J. L. (2013). AI grand challenges for education.15 AI Magazine, 34(4), 66–84. https://doi.org/10.1609/aimag.v34i4.2527
Publicado
2026-01-02
Cómo citar
Paternina Sierra, K., Acevedo Guzmán, J. G., & Acevedo Perez, B. E. (2026). Inteligencia artificial aplicada a tutorías en entornos virtuales de aprendizaje. Revista Venezolana De Gerencia, 31(113), e3111314. https://doi.org/10.52080/rvgluz.31.113.14
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