Uso de la inteligencia artificial generativa y su relación con el rendimiento académico en carreras de negocios a nivel superior
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La incorporación de la inteligencia artificial generativa (IAG) en la educación superior plantea interrogantes sobre su uso y su relación con el rendimiento académico, especialmente ante la escasez de evidencia contextualizada. El objetivo fue describir los patrones de uso y las percepciones de utilidad, beneficios y riesgos de la IAG entre estudiantes de la Facultad de Administración de Empresas de la Escuela Superior Politécnica de Chimborazo. Se desarrolló un estudio cuantitativo, no experimental, transversal y descriptivo, con análisis correlacional exploratorio; participaron 280 estudiantes seleccionados mediante muestreo no probabilístico por conveniencia, quienes respondieron una encuesta en línea. El 87,5 % había utilizado IAG para estudiar, el 80,9 % declaró usarla siempre o frecuentemente y el 84,7 % percibió mejoras en su rendimiento académico. La frecuencia de uso se asoció moderadamente con la utilidad percibida (ρ = 0,539; p < 0,001). No obstante, se identificaron preocupaciones por la disminución del pensamiento crítico (34,6 %) y la dependencia (26,4 %). Estos hallazgos reflejan una aceptación favorable, pero no demuestran mejoras objetivas ni relaciones causales. Se concluye que su integración institucional requiere alfabetización digital, criterios éticos y evaluaciones basadas en resultados de aprendizaje.
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