The Use of Generative Artificial Intelligence and Its Relationship to Academic Performance in Business Programs at the Higher Education Level
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The incorporation of generative artificial intelligence (GAI) into higher education raises questions about its use and its relationship to academic performance, especially given the lack of contextualized evidence. The objective was to describe patterns of use and perceptions of the usefulness, benefits, and risks of GAI among students in the School of Business Administration at the Chimborazo Polytechnic University. A quantitative, non-experimental, cross-sectional, and descriptive study was conducted, incorporating exploratory correlational analysis; 280 students selected through non-probabilistic convenience sampling participated by completing an online survey. Eighty-seven point five percent had used IAG for studying, 80.9% reported using it always or frequently, and 84.7% perceived improvements in their academic performance. Frequency of use was moderately associated with perceived usefulness (ρ = 0.539; p < 0.001). However, concerns were identified regarding a decline in critical thinking (34.6%) and dependency (26.4%). These findings reflect favorable acceptance but do not demonstrate objective improvements or causal relationships. It is concluded that their institutional integration requires digital literacy, ethical guidelines, and assessments based on learning outcomes.
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