Impacto de la IA generativa en competencias digitales universitarias: evidencia experimental basada en el marco DigComp
DOI:
https://doi.org/10.5944/ried.45533Palabras clave:
inteligencia artificial, competencias digitales, educación superior, aprendizaje autónomo, DigCompResumen
Este estudio analiza el impacto del uso formativo de inteligencia artificial (IA) generativa en el desarrollo de competencias digitales en estudiantes universitarios. La intervención se implementó mediante un ensayo controlado aleatorizado. El grupo experimental recibió formación orientada a utilizar estratégicamente modelos de IA generativa para la realización de tareas, mientras que el grupo de control completó las mismas actividades sin orientación específica sobre IA. El impacto se evaluó mediante un modelo de diferencias en diferencias con efectos fijos, basado en cuestionarios pre y postintervención. Las competencias se analizaron según el marco europeo DigComp 2.2, contemplándose cuatro áreas: alfabetización en información y datos, comunicación y colaboración, seguridad y resolución de problemas. Los resultados muestran mejoras estadísticamente significativas en alfabetización en información y datos y en resolución de problemas, tanto en su dimensión funcional como metacognitiva. Asimismo, se identificaron efectos diferenciales según el nivel inicial de competencia digital, siendo más pronunciados entre estudiantes con menor dominio previo, quienes presentan avances significativos en todas las competencias evaluadas. Estos hallazgos sugieren un efecto compensatorio del uso didáctico de la IA, capaz de reducir brechas y promover aprendizajes más equitativos. El estudio respalda la integración guiada de tecnologías emergentes en la educación superior para fortalecer las competencias digitales.
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