Volumen:
1
Edición:
11
DOI:
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
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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