Artificial intelligence trends in higher education in Latin America (Review).
Keywords:
automation; higher education; competencies; artificial intelligence; skills; toolsAbstract
As information technologies advance, higher education institutions in Ecuador and other parts of the world demand that teachers and students use them in the classroom, to then be applied in the labor sector. It is important to consider that artificial intelligence is conceived in two ways: as the development of intelligent technological devices that serve as tools for professionals in the different applied fields of science, and as a phenomenon that reconfigures the way students and teachers of higher education learn and teach. Hence, we intend to delve deeper and reflect on the trends of artificial intelligence in higher education, on its contributions to meaningful, relevant and contextualized learning. In this whole process we can differentiate two moments of change in higher education by the hand of Artificial Intelligence. A first wave with the automation of administrative tasks and personalization of the learning and collaboration process; a second wave with the arrival of Artificial Intelligence in its generative version. Tools such as ChatGPT, Google Bard, Humata.ai or Sudowrite are quickly considered a benchmark for this technological advancement and are used massively by a large number of users. Therefore, it is concluded that the use of artificial intelligence undoubtedly creates competence in students and appears as a facilitating tool for teachers.
Downloads
References
Aldowah, H., Al-Samarraie, H., & Fauzy, W. M. (2019). Educational data mining and learning analytics for 21st century higher education: A review and synthesis. Telematics and Informatics, 37, 13-49. https://www.sciencedirect.com/science/article/pii/S0736585318304234
Cerón, M. H., & Penela, C. G. (2023). La Inteligencia Artificial en la Educación Superior. https://marketing.onlinebschool.es/Prensa/Informes/Informe%20OBS%20-%20La%20Inteligencia%20Artificial%20en%20la%20Educaci%C3%B3n%20Superior.pdf
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1), 1-25. https://doi.org/10.1186/s41239-023-00408-3
Chávez Solís, M. E., Labrada Martínez, E., Carbajal Degante, E., Pineda Godoy, E., Collins, E. & Ghahramani, Z. (2021). LaMDA: our breakthrough conversation technology. Google. http://bit.ly/3I5udIZ
Crespo Artiaga, D., Ruiz Martínez, P. M., Claver Iborra, J. M., Fernández Martínez, A. & Llorens Largo, F. (2023). UNIVERSITIC 2022. Análisis de la madurez digital de las universidades españolas en 2022. Crue Universidades Españolas. https://bit.ly/3n60tp3
Dehouche, N., & Dehouche, K. (2023). What’s in a text-to-image prompt: The potential Developments, Lisboa (Portugal), 24-26 de junio de 2023
Ebrahimi, Y. (2023).1000 AI collection tools. http://bit.ly/3YOjkSK
Gallent Torres, C., Zapata González, A., & Ortego Hernando, J. L. (2023). El impacto de la inteligencia artificial generativa en educación superior: una mirada desde la ética y la integridad académica. Relieve, 29(2). http://doi.org/10.30827/relieve.v29i2.29134
García Peñalvo, F. J., Llorens Largo, F., & Vidal, J. (2024). The new reality of education in the face of advances in generative artificial intelligence. RIED. Revista Iberoamericana de Educación a Distancia, 27(1): 9-39. https://doi.org/10.5944/ried.27.1.37716
García Peñalvo, F. J. (2023). The perception of Artificial Intelligence in educational contexts after the launch of ChatGPT: Disruption or Panic? Education in the Knowledge Society, 24. https://doi.org/10.14201/eks.31279
Ghazi Mauer, I., Teuku Rizky, N., Aga, M., Irvanizam, I., Zulkarnain, J., Lensoni, L., Abdul-Hawil, A., Trina-Ekawati, T., & Rinaldi, I. (2023). Student perspectives on the role of artificial intelligence in education: A survey-based analysis. Journal of Educational Management and Learning, 1(1), 8-15.. https://doi.org/10.60084/jeml.v1i1.58
González Pérez, A. G., & Álvarez Serrano, A. R. (2022). Aprendizaje basado en juegos para aprender una segunda lengua en educación superior. Innoeduca: international journal of technology and educational innovation, 8(2), 114-128. https://doi.org/10.24310/innoeduca.2022.v8i2.13858
Goralski, M. A. & Tan, T. K. (2020). Artificial intelligence and sustainable development. The International Journal of Management Education, 18(1), 100330. https://www.sciencedirect.com/science/article/pii/S1472811719300138
Gorospe, L., Muñoz, J., Sendra, S., & de Luis, R. (2023). Retos de la formación en radiología en la era de la inteligencia artificial. Revista Radiología. https://doi.org/10.1016/j.rx.2020.10.003
Gruetzemacher, R. & Paradice, D. (2022). Deep Transfer Learning & Beyond: Transformer Language Models in Information Systems Research. ACM Computing Surveys, 54(10s). https://doi.org/10.1145/3505245
Healy, M. (2023). Using Curriculum Theory to Inform Approaches to Generative AI in Schools. arXiv preprint arXiv:2309.13053. https://doi.org/10.48550/arXiv.2309.13053
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(1), 375-384. https://doi.org/10.31703/gssr.2023(VIII-I).34
Jalón Arias, E. J., Chalacan, L. J. M., & Toapanta, W. V. C. (2022). La inteligencia artificial como acelerador para la creación de recursos didácticos en la educación superior. Revista Conrado, 18(S3), 8-14. https://conrado.ucf.edu.cu/index.php/conrado/article/download/2631/2592/5338
Kelly, A., Sullivan, M., & Strampel, K. (2023). Generative artificial intelligence: University student awareness, experience, and confidence in use across disciplines. Journal of University Teaching & Learning Practice, 20(6), 12-16. https://doi.org/10.53761/1.20.6.12
Liu, Y., Han, T., Ma, S., Zhang, J., Yang, Y., Tian, J., He, H., Li, A., He, M., Liu, Z., Wu, Z., Zhu, D., Li, X., Qiang, N., Shen, D., Tianming Liu y Ge, B. (2023). Summary of ChatGPT/GPT-4 Research and Perspective Towards the Future of Large Language Models. https://doi.org/10.48550/arXiv.2304.01852
Nazar, R., & Renau, I. (2023). Estilector: un sistema de evaluación automática de la escritura académica en castellano. Perspectiva Educacional, 62(2), 37-59. http://dx.doi.org/10.4151/07189729-vol.62-iss.2-art.1427
Ocaña Fernández, Y., Valenzuela Fernández, L. A., & Garro Aburto, L. L. (2019). Inteligencia artificial y sus implicaciones en la educación superior. Propósitos y representaciones, 7(2), 536-568. http://dx.doi.org/10.20511/pyr2019.v7n2.274
Quic, P. J., & Cardona, M. I. (2020). El aprendizaje colaborativo en la educación superior. Revista Guatemalteca de Educación Superior, 3(1), 6-18. https://doi.org/10.46954/revistages.v1i1.1
Ramírez García, A., Salcines Talledo, I. y González Fernández, N. (2018). Parentalidad Positiva ante los Smartphones. En R. García Ruiz, A. Pérez-Rodríguez y A. Torres (Eds.), Educar para los nuevos Medios. Claves para el desarrollo de la competencia mediática en el entorno
Ríos Hernández, I. N., Mateus, J. C., Rogel, D. R., & Meléndez, L. R. Á. (2024). Percepciones de estudiantes latinoamericanos sobre el uso de la inteligencia artificial en la educación superior. Austral Comunicación, 13(1), e01302-e01302. https://doi.org/10.26422/aucom.2024.1301.rio
Rodríguez Chávez, 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). https://doi.org/10.23913/ride.v11i22.848
Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning & Teaching, 6(1), 31-40. https://doi.org/10.37074/jalt.2023.6.1.17
U.S. Department of Education, Office of Educational Technology (2023). Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations, Washington, DC. https://tech.ed.gov/files/2023/05/ai-futureof-teaching-and-learning-report.pdf
UNESCO (2023). Inteligencia artificial. https://www.unesco.org/es/artificial-intelligence
Vázquez Cano, E. (2015). El reto Tecnológico para la sostenibilidad de los massive open online courses (MOOC). Panorama, 9(17), 51-60. https://www.redalyc.org/pdf/3439/343976486005.pdf
Vega Jiménez, J., Leyva, L. L. L., & Leon, A. M. (2023). ChatGPT e inteligencia artificial, señal de alerta para el proceso editorial de revistas médicas. Revista Cubana de Información en Ciencias de la Salud, 34. https://acimed.sld.cu/index.php/acimed/article/download/2515/pdf
Xiao, X., Yang, H., Xu, K., Yin, S., Wang, Z., Zhu, C., & Song, C. (2023). Cement rotary kiln temperature prediction based on time-delay calculation and residual network and bidirectional novel gated recurrent unit multi-model fusion. Measurement, 218, 113123.https://doi.org/10.1016/j.measurement.2023.113123
Zavala Cárdenas, E. P. Z., Guaraca, D. P. S., Yánez, E. H. A., & Albán, A. L. M. (2023). El rol de la inteligencia artificial en la enseñanza-aprendizaje de la educación superior. Polo del Conocimiento: Revista científico-profesional, 8(3), 3028-3036. https://dialnet.unirioja.es/servlet/articulo?codigo=9252162
Published
Issue
Section
License
Copyright (c) 2024 Roca. Scientific-educational publication of Granma province.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
