Mind the gap: comparación entre las percepciones previstas y las reales sobre un chatbot con inteligencia artificial (IA) destinado a facilitar la comprensión de las clases entre estudiantes de Administración de Empresas
DOI:
https://doi.org/10.14198/ijd.32888Palabras clave:
inteligencia artificial en educación, chatbots, aceptación tecnológica, pre-test/ post-test, percepciones estudiantiles, estudio piloto, experiencia de usuario, educación superior, inteligencia artificial generativa, adopción de tecnología educativaResumen
La integración rápida de la inteligencia artificial (IA) en la educación superior ha despertado un interés creciente en los chatbots conversacionales como herramientas para apoyar el aprendizaje estudiantil. Sin embargo, se sabe poco sobre cómo las expectativas iniciales de los estudiantes se alinean con sus experiencias reales al interactuar con chatbots educativos específicamente diseñados. Este estudio piloto examina la brecha entre expectativa y experiencia en las percepciones de los estudiantes sobre un chatbot impulsado por IA diseñado específicamente para apoyar la comprensión de conferencias y proporcionar explicaciones bajo demanda. Treinta estudiantes del tercer semestre de Administración de Empresas en una universidad germana de ciencias aplicadas participaron en un diseño mixto pre-post. Se recopilaron datos cuantitativos mediante dos cuestionarios administrados antes y después de una intervención semestral con chatbot, basándose en el Modelo de Aceptación Tecnológica (TAM), la Teoría Unificada de Aceptación y Uso de Tecnología (UTAUT), teorías de desarrollo de confianza y análisis de brecha expectativa-experiencia. Los datos previos a la implementación revelaron confianza modesta (M = 2.9/5, DT = 0.72) y preocupaciones notables sobre precisión (80% de los estudiantes). Los resultados posteriores a la implementación mostraron crecimiento sustancial en confianza (M = 5.8/7, DT = 0.84), alta intención de continuidad (M = 6.1/7, DT = 0.61) y fuertes ganancias de productividad (M = 6.1/7, DT = 0.74), siendo el enfoque pedagógico socrático del chatbot calificado como su característica más valorada (M = 4.75/5, DT = 0.31). Estos hallazgos indican que un chatbot específico de dominio, pedagógicamente sofisticado, puede superar exitosamente el escepticismo inicial y ofrecer apoyo de aprendizaje significativo. Desde lo educativo, los resultados respaldan la integración de herramientas de IA diseñadas alrededor de la indagación guiada como complemento y no como reemplazo de la instrucción humana. Las limitaciones metodológicas, incluido el tamaño pequeño de la muestra y el diseño de institución única, limitan la generalización; futuros trabajos deberían emplear pruebas estadísticas inferenciales y muestras más grandes y diversas.
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