Asistentes ChatGPT en educación superior en línea y satisfacción del alumnado: un caso de estudio

Autores/as

DOI:

https://doi.org/10.5944/ried.28.2.43552

Palabras clave:

inteligencia artificial, chatbot, ChatGPT, educación superior, enseñanza en línea, tecnología

Resumen

En este estudio se han analizado la percepción y satisfacción de los estudiantes sobre un asistente virtual basado en OpenAI ChatGPT 3.5, integrado en 21 asignaturas diferentes del campus virtual de una universidad en línea. Utilizando un enfoque metodológico mixto se recopiló información sobre una muestra de 391 estudiantes mediante el cuestionario validado COMUNICA, que incluyó cuatro constructos: eficiencia del asistente virtual, impacto en el aprendizaje, desarrollo de habilidades, y aspectos técnicos y de accesibilidad. El análisis incluyó estadística descriptiva, pruebas estadísticas inferenciales, análisis factorial exploratorio (AFE) y confirmatorio (AFC), complementado con un análisis cualitativo de comentarios del alumnado y docentes. Los resultados cuantitativos destacan que el género femenino valora más la eficacia del asistente que el masculino. El AFC confirmó que los factores se pueden agrupar bajo una única variable latente: la satisfacción del alumnado. Además, la eficiencia del asistente virtual resultó ser el factor más significativo en la percepción de satisfacción del alumnado, seguido por el impacto en el aprendizaje, desarrollo de habilidades y aspectos técnicos. El análisis cualitativo reveló percepciones mayoritariamente positivas, resaltando la utilidad del asistente en el aprendizaje, un interés en extender su uso a otras asignaturas y sugerencias de mejora en la precisión de las respuestas y la funcionalidad. Se concluye que los asistentes virtuales tienen un impacto positivo en la educación superior, optimizando el aprendizaje autónomo y la interacción educativa, aunque persisten desafíos técnicos y de diseño que limitan su potencial completo.

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Biografía del autor/a

Miguel-Ángel Cabeza-Rodríguez, Universidad Francisco de Vitoria, UFV (España)

Dr. en Física, Máster en Administración de Empresas, e Ingeniero en Electrónica. Actualmente ejerce la docencia en el Grado en Física de la Universidad Internacional de La Rioja, donde también desarrolla funciones de Jefe de Laboratorios para el Grupo Proeduca. Sus líneas de investigación principales son las Tecnologías para el Aprendizaje y el Conocimiento (TAC), y la teoría del aprendizaje de personas adultas (andragogía).

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Publicado

2025-04-30

Cómo citar

Cabeza-Rodríguez, M.- Ángel. (2025). Asistentes ChatGPT en educación superior en línea y satisfacción del alumnado: un caso de estudio. RIED-Revista Iberoamericana de Educación a Distancia, 28(2). https://doi.org/10.5944/ried.28.2.43552

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