Perception and use of Artificial Intelligence in Higher Education
Correlation with Academic Performance in University Students
DOI:
https://doi.org/10.59343/yuyay.v4i1.88Keywords:
Artificial Intelligence, Education, Academic Performance, Ethics, Education in BoliviaAbstract
The use of Artificial Intelligence (AI) is increasingly prevalent in various activities undertaken by university students. In this context, the present document explores the relationship between the use of AI tools and the academic performance of students at the Universidad Privada Domingo Savio, Cochabamba campus. A random sample of 326 students was analyzed. The main objective was to examine the perception, usage, and impact of AI in the educational context. Through a quantitative and cross-sectional approach, data were collected to identify the primary AI tools employed, among which ChatGPT stood out as the most used. The results indicate that although there is a positive correlation between the use of AI and improved academic performance, it is not a fully determining factor. Specifically, 57% of students reported an improvement in their performance, while 41% did not perceive significant changes. Furthermore, the study reveals that students mainly use AI for research, text writing, and data analysis, while creative activities show lower adoption rates. Additionally, the results highlight that students are aware of the risks associated with AI use, such as dependency (22.89%) and plagiarism (16.57%), which raise concerns about the ethical use of these tools. The findings suggest the need for educational policies that promote responsible use and training initiatives to maximize the potential of AI in higher education.
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Copyright (c) 2024 Ana Gabriela Zelaya-Guzmán, Pablo Marcelo Flores-Jara, Salvador Ortega-Pardo, Roysi García-Coca
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