Perplexity en la resolución de problemas matemáticos con estudiantes universitarios
Date
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Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
Evaluar la influencia de Perplexity en la resolución de problemas matemáticos en estudiantes del I semestre de la UNDAC (2024). Metodología: Estudio cuantitativo bajo paradigma positivista, con diseño cuasi experimental (grupos experimentales y control). Participaron 63 estudiantes seleccionados de una población de 171, utilizando pretest y postest validados por expertos y con confiabilidad α=0,868. Resultados: El grupo experimental alcanzó una media de 14,68 puntos tras la unidad IV, con un 6,35% obteniendo calificación máxima (20 puntos), vinculado al uso de avisos claros y estructurados. Conclusión: Perplexity demostró influencia significativa, evidenciada por una media de 15,25 en el postest experimental frente a 8,30 del grupo control, validando su eficacia en el aprendizaje matemático. La integración de herramientas como Wolfram|Alpha (reconocida en estudios por su precisión en matemáticas) respalda estos hallazgos, destacando su utilidad en entornos educativos.
To evaluate the influence of Perplexity on the solving of mathematical problems in first semester students at UNDAC (2024). Methodology: A quantitative study based on a positivist paradigm, with a quasi-experimental design (experimental and control groups). 63 students selected from a population of 171 participated, using a pre- and post-test validated by experts and with a reliability of α=0.868. Results: The experimental group achieved an average of 14.68 points after unit IV, with 6.35% obtaining the maximum grade (20 points), linked to the use of clear and structured prompts. Conclusion: Perplexity demonstrated a significant influence, evidenced by an average of 15.25 in the experimental post-test compared to 8.30 for the control group, validating its effectiveness in mathematical learning. The integration of tools such as Wolfram|Alpha (recognized in studies for its precision in mathematics) supports these findings, highlighting its usefulness in educational settings.
To evaluate the influence of Perplexity on the solving of mathematical problems in first semester students at UNDAC (2024). Methodology: A quantitative study based on a positivist paradigm, with a quasi-experimental design (experimental and control groups). 63 students selected from a population of 171 participated, using a pre- and post-test validated by experts and with a reliability of α=0.868. Results: The experimental group achieved an average of 14.68 points after unit IV, with 6.35% obtaining the maximum grade (20 points), linked to the use of clear and structured prompts. Conclusion: Perplexity demonstrated a significant influence, evidenced by an average of 15.25 in the experimental post-test compared to 8.30 for the control group, validating its effectiveness in mathematical learning. The integration of tools such as Wolfram|Alpha (recognized in studies for its precision in mathematics) supports these findings, highlighting its usefulness in educational settings.
Description
Vol. 9, No. 40
Keywords
Perplexity, Matemática en educación superior, Aprendizaje, Aritmética, Notación científica y sistema de unidades, Ecuaciones, Funciones, Inteligencia artificial, Perplexity, Mathematics in higher education, Learning, Arithmetic, Scientific notation and unit system, Equations, Functions, Artificial intelligence, Perplexidade, Matemática no ensino superior, Aprendizagem, Aritmética, Notação científica e sistema de unidades, Equações, Funções, Inteligência artificial