Browsing by Autor "Johnny Burgos"

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Assessing student-perceived impact of using artificial intelligence tools: Construction of a synthetic index of application in higher education
(Taylor & Francis, 2023) Alberto Grájeda; Johnny Burgos; Pamela Córdova Olivera; Alberto Sanjinés
AbstractThis study aims to assess the adoption and impact of Artificial Intelligence (A.I.) tools in higher education, focusing on a private university in Latin America. Guided by the question, “What is the impact, as perceived by university students, of using Artificial Intelligence tools on various dimensions of learning and teaching within the context of higher education?” the study employs a rigorously validated 30-item instrument to examine five key dimensions: 1) Effectiveness use of A.I. tools, 2) Effectiveness use of ChatGPT, 3) Student’s proficiency using A.I. tools, 4) Teacher’s proficiency in A.I. and 5) Advanced student skills in A.I. These dimensions form a synthetic index used for comprehensive evaluation. Targeting 4,127 students from the university’s schools of Engineering, Business, and Arts, the study garnered 21,449 responses, analyzed using Confirmatory Factor Analysis for validity. Findings indicate a significantly positive impact of A.I. tools on student academic experiences, including enhanced comprehension, creativity, and productivity. Importantly, the study identifies areas with low and high A.I. integration, serving as an institutional diagnostic tool. The data underscores the importance of A.I. proficiency among both educators and students, advocating for its integration as a pedagogical evolution rather than just a technological shift. This research has critical implications for data-driven decision-making in higher education, offering a robust framework for institutions aiming to navigate the complexities of A.I. implementation.
Embracing artificial intelligence in the arts classroom: understanding student perceptions and emotional reactions to AI tools
(Taylor & Francis, 2024) Alberto Grájeda; Pamela Córdova Olivera; Juan Pablo Córdova; Andrés Laguna-Tapia; Johnny Burgos; Luis Rodríguez; Martín Arandia; Alberto Sanjinés
This study investigates the integration of Artificial Intelligence (AI) tools within the School of Arts at a private university in Latin America, focusing on student perceptions and emotional reactions. The research addresses two primary questions: how students perceive the integration of AI tools in their educational experience, and how AI-enhanced classes affect students’ emotional reactions compared to traditional lecture-based classes. To explore the first question, we constructed the Synthetic Index of Use of Artificial Intelligence Tools (SIUAIT) to measure the perceived effects of AI usage across five dimensions: effectiveness of AI tools, implementation of ChatGPT, student proficiency, instructor proficiency, and advanced student skills. Confirmatory Factor Analysis (CFA) validated the SIUAIT, revealing an increase from 58.84 in the first semester to 60.60 in the second semester of 2023, indicating growing acceptance and perceived utility of AI tools in arts education. To address the second question, we employed advanced neuromarketing technologies, including eye tracking and facial expression analysis, to assess emotional reactions in AI-enhanced versus traditional lecture-based classes. The findings showed that AI-enhanced classes elicited more positive emotions, such as joy and surprise, compared to traditional methods. Statistical analyses, including Pearson correlation, Student’s t-test, and Kruskal-Wallis test, confirmed the significance of these differences. This comprehensive approach provides valuable insights into the benefits and challenges of integrating AI in arts education. The study highlights AI's potential to enhance educational experiences and emotional engagement while emphasizing the need for ongoing training and addressing ethical concerns to ensure the effective and equitable use of AI tools.
Leveraging AI tools in finance education: exploring student perceptions, emotional reactions and educator experiences
(Taylor & Francis, 2024) Pamela Córdova Olivera; Alberto Grájeda; Juan Pablo Córdova; Alejandro Vargas-Sánchez; Johnny Burgos; Alberto Sanjinés
This study explored the integration of Artificial Intelligence (AI) tools in finance education, focusing on student perceptions, emotional reactions, and educator experiences. Quantitative data were gathered using the Synthetic Index of Use of AI Tools (SIUAIT) instrument, administered over three semesters. The findings revealed that finance students perceived AI tools as essential for enhancing their learning experience. Notably, Financial Engineering students exhibited higher proficiency and more positive perceptions of AI tools compared to students in other disciplines, such as Engineering and Business. An observational study utilizing eye tracker technology and facial expression analysis highlighted the emotional dynamics between AI-enhanced and traditional lecture-based classes. Positive emotions, such as joy and surprise, were significantly more prevalent in AI-enhanced environments, contributing to a more engaging and emotionally positive learning experience. However, an increase in fear was also observed, which could be considered a negative activating emotion that, ultimately, still fostered learning. Semi-structured interviews with educators revealed both the opportunities and challenges of AI integration. Educators acknowledged AI’s benefits in enhancing pedagogy but expressed concerns about over-reliance and ethical implications. Thematic analysis identified key dimensions: knowledge, usage, and ethics in AI. The study concluded that AI tools could significantly transform finance education, offering enhanced learning experiences and better preparing students for future careers. However, a balanced approach, addressing ethical and psychological impacts, was essential to maximize benefits and minimize potential drawbacks. Future research should explore AI’s long-term effects and its correlation with academic performance.