Comprensión de lectura en estudiantes del nivel secundario desde la innovación educativa con Inteligencia Artificial
Date
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Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
La comprensión lectora es fundamental para un aprendizaje efectivo y la Inteligencia Artificial puede enriquecer este proceso al facilitar el acceso a recursos educativos variados y ajustarse a diferentes estilos de aprendizaje. Esta investigación se propuso determinar el impacto de la Inteligencia Artificial en la comprensión lectora de estudiantes de nivel secundario en Lima, Perú. Se utilizó un diseño cualitativo no experimental con cinco docentes como muestra. Los resultados indican que la Inteligencia Artificial puede personalizar el aprendizaje, ofrecer retroalimentación inmediata y fomentar la participación estudiantil, aunque también surgen desafíos como la dependencia tecnológica y limitaciones en la adaptabilidad. Las percepciones sobre su uso son diversas, los estudiantes valoran la personalización, los docentes ven oportunidades de innovación con cierto escepticismo, y los gestores educativos enfatizan la necesidad de capacitación y equidad en el acceso a estas tecnologías. Se concluye que la Inteligencia Artificial tiene el potencial de transformar la educación, pero es esencial equilibrar su uso con la intervención pedagógica humana.
Reading comprehension is essential for effective learning and Artificial Intelligence can enrich this process by facilitating access to varied educational resources and adjusting to different learning styles. This research aimed to determine the impact of Artificial Intelligence on reading comprehension of secondary level students in Lima, Peru. A non-experimental qualitative design was used with five teachers as a sample. The results indicate that Artificial Intelligence can personalize learning, offer immediate feedback and encourage student participation, although challenges such as technological dependence and limitations in adaptability also arise. Perceptions about its use are diverse, students value personalization, teachers see innovation opportunities with some skepticism, and educational managers emphasize the need for training and equity in access to these technologies. It is concluded that Artificial Intelligence has the potential to transform education, but it is essential to balance its use with human pedagogical intervention.
Reading comprehension is essential for effective learning and Artificial Intelligence can enrich this process by facilitating access to varied educational resources and adjusting to different learning styles. This research aimed to determine the impact of Artificial Intelligence on reading comprehension of secondary level students in Lima, Peru. A non-experimental qualitative design was used with five teachers as a sample. The results indicate that Artificial Intelligence can personalize learning, offer immediate feedback and encourage student participation, although challenges such as technological dependence and limitations in adaptability also arise. Perceptions about its use are diverse, students value personalization, teachers see innovation opportunities with some skepticism, and educational managers emphasize the need for training and equity in access to these technologies. It is concluded that Artificial Intelligence has the potential to transform education, but it is essential to balance its use with human pedagogical intervention.
Description
Vol. 9, No. 37
Keywords
Aprendizaje efectivo, Comprensión de lectura, Desafíos tecnológicos, Educación secundaria, Inteligencia artificial, Effective learning, Reading comprehension, Technological challenges, Secondary education, Artificial intelligence, Aprendizagem eficaz, Compreensão da leitura, Desafios tecnológicos, Ensino secundário, Inteligência artificial