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Santos - Vesga, A. R., Cáceres - Castellanos, G., & Ballesteros - Ricaurte, J. A. (2025). Rol de la Inteligencia Artificial en educación básica: un mapeo sistémico global . Latinoamericana De Estudios Educativos, 20(2), 47–72. https://doi.org/10.17151/rlee.2024.20.2.3
Fomatos de Citação
Autores
Adriana Rocío Santos - Vesga
Universidad Pedagógica y Tecnológica de Colombia
Gustavo Cáceres - Castellanos
Universidad Pedagógica y Tecnológica de ColombiaJavier Antonio Ballesteros - Ricaurte
Universidad Pedagógica y Tecnológica de ColombiaResumo
Las tecnologías emergentes están transformando los procesos de enseñanza y aprendizaje, generando nuevas aplicaciones en diversos niveles formativos. Este estudio tiene como objetivo examinar el estado actual de la inteligencia artificial (IA) en la educación básica a nivel global, analizando sus beneficios, desafíos y tendencias de implementación. Se empleó una metodología de mapeo sistemático (Petersen et al., 2015; Kitchenham y Charters (2007). La búsqueda de literatura se realizó entre el 15 y el 30 de diciembre de 2024 en las bases de datos académicas Scopus, ScienceDirect y SpringerLink, utilizándose empleó el proceso de selección de Roehrs et al. (2017), donde los datos recopilados se analizaron mediante el software VOSviewer y Microsoft Excel. Los resultados indican que la IA tiene implicaciones clave en la innovación educativa en la educación básica y en los procesos de enseñanza y aprendizaje. Entre sus beneficios destacan la retroalimentación personalizada, adaptación de contenidos y eficiencia administrativa, lo que contribuye a mejorar la calidad formativa. A pesar de esto, su adopción requiere de pautas éticas que guíen su uso responsable. Se evidenció una tendencia creciente de publicaciones que dan cuenta de la integración de herramientas basadas en IA en la educación básica (Chiu y Chai, 2020; Balaban y Ruzic, 2024; Falebita y Kok, 2024), abarcando actividades diversas de la gestión educativa.
Referências
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Baskota, P., Poudel, T. (2024). Artificial intelligence and computer-mediated communication: the text analysis and undergrads class observation. Discov Educ 3, 131. https://link.springer.com/article/10.1007/s44217-024-00187-7
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Castillo, M. (2023). Impacto de la inteligencia artificial en el proceso de enseñanza y aprendizaje en la educación secundaria: Impact of artificial intelligence on the teaching and learning process in secondary education. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 4(6), 515-530. http://latam.redilat.org/index.php/lt/article/view/1459
Chan, C., Lee, K. (2023). The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen Xand millennial generation teachers? Smart Learn. Environ. 10, 60. https://link.springer.com/article/10.1186/s40561-023-00269-3
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cualitativa%20y%20mixta.pdf
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Bautista, P., Sánchez, E., Orejudo, S., & Cano, J. (2024). Training pre-service teachers to deal with cyberbullying: Collective intelligence as a mode of learning. Computers & Education, 220, 105123. https://doi.org/10.1016/j.compedu.2024.105123
Baskota, P., Poudel, T. (2024). Artificial intelligence and computer-mediated communication: the text analysis and undergrads class observation. Discov Educ 3, 131. https://link.springer.com/article/10.1007/s44217-024-00187-7
Bolaño, M., & Duarte, N. (2024). Una revisión sistemática del uso de la inteligencia artificial en la educación. Revista Colombiana de Cirugía, 39(1), 51-63. https://www.revistacirugia.org/index.php/cirugia/article/view/2365
Castillo, M. (2023). Impacto de la inteligencia artificial en el proceso de enseñanza y aprendizaje en la educación secundaria: Impact of artificial intelligence on the teaching and learning process in secondary education. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 4(6), 515-530. http://latam.redilat.org/index.php/lt/article/view/1459
Chan, C., Lee, K. (2023). The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen Xand millennial generation teachers? Smart Learn. Environ. 10, 60. https://link.springer.com/article/10.1186/s40561-023-00269-3
Chen, L., & Lin, Z. (2020). Artificial intelligence in education: A review. Ieee Access, 8,75264-75278. https://ieeexplore.ieee.org/abstract/document/9069875/
Chiu, T. K., & Chai, C. S. (2020). Sustainable curriculum planning for artificial intelligence education: A self-determination theory perspective. Sustainability, 12(14), 5568.https://doi.org/10.3390/su12145568
Crompton, H., Jones, M. V., & Burke, D. (2024). Affordances and challenges of artificial intelligence in K-12 education: A systematic review. Journal of Research on Technology in Education, 56(3), 248-268. https://www.tandfonline.com/doi/abs/10.1080/15391523.2022.2121344
Crovetto, A. (2020). ¿Quieres que te enseñe Siri?: Inteligencia Artificial en la educación. Instituto De Estudios Transhumanistas, 3(1). https://doi.org/10.52749/iet.v3i1.15
Dai, C. P., & Ke, F. (2022). Educational applications of artificial intelligence in simulationbased learning: A systematic mapping review. Computers and Education:Artificial Intelligence, 3, 100087. https://www.sciencedirect.com/science/article/pii/
S2666920X2200042X
Diaz et al. (2021). Inteligencia artificial aplicada al sector educativo. Revista Venezolana de Gerencia, 26(96), 1189-1200. https://doi.org/10.52080/rvgluz.26.96.12
Echeverría et al. (2023). Recursos digitales con Inteligencia Artificial para mejorar el Aprendizaje de los Estudiantes de Primaria. Ciencia Latina Revista Científica Multidisciplinar, 7(4), 1463-1481. https://n9.cl/k1pkod
Falebita, O.S., Kok, P.J. Strategic goals for artificial intelligence integration among STEM academics and undergraduates in African higher education: a systematic review. Discov Educ 3, 151 (2024). https://link.springer.com/article/10.1007/s44217-024-00252-1
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Flores et al. (2022). Los nuevos paradigmas de la Inteligencia artificial aplicados a la educación. Revista de Investigación Académica sin Frontera, 38. https://dialnet.unirioja.es/servlet/articulo?codigo=8728008
Gangotena et al. (2023). Recursos digitales con Inteligencia Artificial para mejorar el Aprendizaje de los Estudiantes de Primaria. Ciencia Latina Revista Científica Multidisciplinar, 7(4), 1463-1481. https://doi.org/10.37811/cl_rcm.v7i4.6967
García, J., Alor, L., y Cisneros, Y. (2023). Percepción de los tutores virtuales sobre el impacto de la inteligencia artificial en la educación universitaria. Company Games & Business Simulation Academic Journal, 3(1), 49-58.http://www.uajournals.com/ojs/ index.php/businesssimulationjournal/article/view/1439
García et al. (2020). La inteligencia artificial en la educación. Dominio de las Ciencias. 6(3). 648-666. https://dialnet.unirioja.es/servlet/articulo?codigo=8231632
Giraldo, M. (2017). Descubrimiento de patrones en interacciones entre estudiantes y plataformas virtuales de educación mediante el uso de analíticas de aprendizaje. Tesis de Maestría, Universidad Nacional de Colombia. https://repositorio.unal.edu.co/handle/unal/59165
Gocen, A., & Aydemir, F. (2020). Artificial intelligence in education and schools. Research on Education and Media, 12(1), 13-21. https://sciendo.com/article/10.2478/rem-2020-0003?content-tab=abstract
Golic, Z. (2019). Finance and artificial intelligence: The fifth industrial revolution and its impact on the financial sector. Zbornik radova Ekonomskog fakulteta u Istočnom Sarajevu, (19), pp. 67–81. https://www.ceeol.com/search/article-detail?id=828906
Hernández, R., & Mendoza, C. (2020). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. https://www.academia.edu/download/64591365/ Metodolog%C3%ADvestigaci%C3%B3n.%20Rutas%20cuantitativa,%20
cualitativa%20y%20mixta.pdf
Hmoud, M., Swaity, H., Anjass, E., & Aguaded-Ramírez, E. M. (2024). Rubric Development and Validation for Assessing Tasks Solving via AI Chatbots. Electronic Journal of e-Learning, 22(6), 01-17. https://doi.org/10.34190/ejel.22.6.3292
Kanont, K., Pingmuang, P., Simasathien, T., Wisnuwong, S., Wiwatsiripong, B., Poonpirome, K., ... & Khlaisang, J. (2024). Generative-AI, a Learning Assistant? Factors Influencing Higher-Ed Students Technology Acceptance. Electronic Journal of e-Learning, 22(6),18-33. https://doi.org/10.34190/ejel.22.6.3196
Karsenti, T. (2019). Artificial intelligence in education: the urgent need to prepare teachers for tomorrows schools. Formation et profession, 27(1), pp. 112–116. http://Doi:10.18162/fp.2019.a166
Kitchenham, B., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering.Technical Report Technical report, EBSE Technical Report EBSE-2007–01.
Kurshumova, D. (2024). A snapshot of Bulgarian school teachers familiarity with use of, and opinions on artificial intelligence at the threshold of its incorporation into the educational process. Discov Educ 3, 138. https://link.springer.com/article/10.1007/s44217-024-00225-4
Kavitha, K., & Joshith, V. P. (2024). Pedagogical Incorporation of Artificial Intelligence in K-12 Science Education: A Decadal Bibliometric Mapping and Systematic Literature Review (2013-2023). Journal of Pedagogical Research, 8(4), 437-465. https://eric.ed.gov/?id=EJ1456458
Li, H., & Wang, H. (2020). Research on the application of artificial intelligence in education.In 2020 15th international conference on Computer Science & Education (ICCSE) (pp.589-591). IEEE. https://ieeexplore.ieee.org/abstract/document/9201743/
Martin, F., Zhuang, M., & Schaefer, D. (2024). Systematic review of research on artificial intelligence in K-12 education (2017–2022). Computers and Education: Artificial Intelligence, 6, 100195. https://www.sciencedirect.com/science/article/pii/S2666920X23000747
Mohammed P.S., & Watson E. N. (2019). Towards inclusive education in the age of artificial intelligence: perspectives, challenges, and opportunities. In: Knox J., Wang Y., Gallagher M. (eds) Artificial Intelligence and Inclusive Education. Perspectives on Rethinking and Reforming Education. Singapore: Springer. https://doi.org/10.1007/978-981-13-8161-4_2
Mou, X. (2019). Artificial intelligence: investment trends and selected industry uses. EMCompass; No. 71. Washington, D.C.: World Bank Group. https://documents1.worldbank.org/curated/zh/617511573040599056/pdf/Artificial-Intelligence-Investment-Trends-and-Selected-Industry-Uses.pdf
Netland, T., von Dzengelevski, O., Tesch, K., & Kwasnitschka, D. (2024). Comparing humanmade and AI-generated teaching videos: An experimental study on learning effects.Computers & Education, 105164. https://doi.org/10.1016/j.compedu.2024.105164
Ng, A. (2017). Artificial intelligence is the new electricity. Speech presented at Stanford MSx Future Forum in California, Stanford. https://www.youtube.com/watch?v=21EiKfQYZXc
Petersen, K., Vakkalanka, S., & Kuzniarz, L. (2015). Guidelines for conducting systematic mapping studies in software engineering: An update. Information and Software Technology, 64, 1–18. https://www.sciencedirect.com/science/article/pii/S0950584915000646
PwC. (2019). ¿Sizing the prize Whats the real value of AI for your business and how can you capitalise? Retrieved from https://www.pwc.com/gx/en/issues/analytics/assets/pwc-ai-analysis-sizing-the-prize-report.pdf.
Ramírez, G. (2024). La Inteligencia Artificial (IA) en el estudio de las Ciencias Naturales: Oportunidades y Desafíos. Revista InveCom/ISSN en línea: 2739-0063, 4(1), 1-13.http://www.revistainvecom.org/index.php/invecom/article/view/3027
Rodríguez et al. (2023). La Implementación de la Inteligencia Artificial en la Educación: Análisis Sistemático. Domino de las Ciencias, 9(3), 2162-2178. https://dominiodelasciencias.com/ojs/index.php/es/article/view/3548
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