El impacto de la dependencia en inteligencias artificiales en el pensamiento crítico y el rendimiento académico
Alfredo Orlando Hassán Barrón Quintero
Luis Amado González Vargas
Yasmin Lizeth Rodríguez Luevanos
Volumen:
1
DOI:
Edición:
11
Resumen
El uso de la inteligencia artificial (IA) en la educación superior ha revolucionado la forma en que los estudiantes acceden al conocimiento y resuelven problemas. Sin embargo, el abuso de estas herramientas puede generar efectos negativos, como la reducción del pensamiento crítico y la disminución del esfuerzo cognitivo. Este estudio analiza el impacto de la dependencia en IA sobre el rendimiento académico y el desarrollo del pensamiento crítico en estudiantes de Ingeniería en Sistemas Automotrices. A través de un enfoque cuantitativo, se aplicaron encuestas para evaluar la frecuencia de uso de IA, la motivación académica y la capacidad de resolución autónoma de problemas. Los resultados indican que los estudiantes que utilizan con frecuencia la IA tienden a depender de respuestas automáticas, evitando el análisis profundo y la exploración de soluciones alternativas. Aunque la IA facilita el aprendizaje y mejora la eficiencia en la resolución de tareas, su uso excesivo puede generar una mentalidad de soluciones rápidas que afecta la comprensión a largo plazo y la autonomía académica. Se concluye que las instituciones educativas deben fomentar un uso equilibrado de la IA, promoviendo estrategias que incentiven el desarrollo del pensamiento crítico y la resolución autónoma de problemas, garantizando así una formación integral que prepare a los estudiantes para enfrentar los desafíos del ámbito profesional con competencias sólidas en ingeniería y toma de decisiones.
Palabras clave
Aprendizaje Autónomo, Dependencia Tecnológica, Desempeño Académico, Educación en Ingeniería, Inteligencia Artificial, Pensamiento Crítico.
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