Motives, satisfaction, and frequency of use of Generative Artificial Intelligence in Engineering and Management undergraduates
DOI:
https://doi.org/10.29105/vtga11.1-1020Keywords:
Generative Artificial Intelligence, virtual assistants, chatbots, engineering and management studentsAbstract
Over time, Generative Artificial Intelligence (GAI) has evolved from a futuristic concept to a reality that we often face, GAI is causing a great series of changes in various sectors of life, which will lead to a continuous revolution. The objective of this research is to determine the motives, level of satisfaction and frequency of use of Generative Artificial Intelligence (GAI) tools used by engineering and administration students at universities in the Monterrey Metropolitan Area. This exploratory, explanatory and descriptive research is quantitative, non-experimental and cross-sectional, it is a non-probabilistic study, since the surveys were not random or randomized, they were applied to students from first to ninth semester of 4 public and private universities, a total of 194 students were surveyed, 102 women and 91 men. The results show that the main reasons for using the IAG tools are that it facilitates tasks and saves time, with the level of satisfaction is higher in engineering students and with the frequency of use there is no difference between the two profiles of students.
Downloads
References
Abdallah, A., Wahab, A., Fahad, A., & AlHamed, S. (2020). Developing an Intelligent Framework for Improving the Quality of Service in the Government Organizations in the Kingdom of Saudi Arabia. International Journal of Advanced Computer Science and Applications,11(12), 260-268. https://thesai.org/Publications/ViewPaper?Volume=11&Issue=12&Code=IJACSA&SerialNo=33 DOI: https://doi.org/10.14569/IJACSA.2020.0111233
Alpizar, L., Martínez, H. (2024). Perspectiva de estudiantes de nivel medio superior respecto al uso de la inteligencia artificial generativa en su aprendizaje. RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 14(28), 1-29. https://www.researchgate.net/publication/369378950_ChatGPT_in_higher_education_Considerations_for_academic_integrity_and_student_learning DOI: https://doi.org/10.23913/ride.v14i28.1830
Álvarez, N. (2023). Los riesgos de la inteligencia artificial en la educación: el caso del ChatGPT [ Tesis de pregrado, Universidad Jaume-I]. https://repositori.uji.es/xmlui/bitstream/handle/10234/203577/TFG%20_2023_Álvarez_Bernat_Naiara.pdf?sequence=1
Aparicio, O. (2023) La inteligencia artificial y su incidencia en la educación: Transformando el aprendizaje para el siglo XXI. RIPIE Revista Internacional de Pedagogía e Innovación Educativa, 3(1), 217-229. DOI: https://doi.org/10.51660/ripie.v3i2.133
Arbeláez, D., Villasmil, J., Rojas, M. (2021). Inteligencia artificial y condición humana: ¿Entidades contrapuestas o fuerzas complementarias? Revista de Ciencias Sociales, XXVII (2), 502-512. https://www.redalyc.org/articulo.oa?id=28066593034
Baskara, F., y Mukarto, F. (2023). Exploring the Implications of ChatGPT for Language Learning in Higher Education. IJELTAL. Indonesian Journal of English Language Teaching Linguistics, 7(2), 43-358. https://ijeltal.org/index.php/ijeltal/article/view/1387 DOI: https://doi.org/10.21093/ijeltal.v7i2.1387
Bolaño, M. y Duarte N. (2023). Una revisión sistemática del uso de la inteligencia artificial en la educación. Revista Colombiana de Cirugía, 39(1), 51-63. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S2011-75822024000100051
Božić, V., y Poola, I. (2023). ChatGPT and education. ResearchGate, 1(1), 10-20. https://www.researchgate.net/publication/369926506_Chat_GPT_and_education
Camps, D. (2019). Inboundcycle.España: IC. Obtenido de Chatbots y marketing: la estrategia perfecta
Cárdenas, J. (2023). Inteligencia artificial, investigación y revisión por pares: escenarios futuros y estrategias de acción. RES. Revista Sociología, 32(4), 1-15. https://recyt.fecyt.es/index.php/res/article/view/101519/73820 DOI: https://doi.org/10.22325/fes/res.2023.184
Casacuberta, F. y Peris, A. (2017). Traducción Automática Neuronal. Revista Tradumàtica, (15), 66-74. https://doi.org/10.5565/rev/tradumatica.203 DOI: https://doi.org/10.5565/rev/tradumatica.203
Castrillón, O., Farache, W., y Ruiz, S. (2020). Predicción del rendimiento académico por medio de técnicas de inteligencia artificial. Formación Universitaria, 13(1), 93-102. https://www.scielo.cl/scielo.php?pid=S0718-50062020000100093&script=sci_abstract DOI: https://doi.org/10.4067/S0718-50062020000100093
Chan, C. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(38), 1-25. https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-023-00408-3 DOI: https://doi.org/10.1186/s41239-023-00408-3
De la Barrera, M., Rigo, D., y Riccetti, A. (2019). La investigación sobre patrones de aprendizaje en Argentina: conformación de perfiles en estudiantes de Educación Superior. Revista Colombiana de Educación, 77 (1), 245–275. https://revistas.pedagogica.edu.co/index.php/RCE/article/view/9521 DOI: https://doi.org/10.17227/rce.num77-9521
De Prado, J. (2016). Medios de comunicación tradicionales en el nuevo entorno digital. (Tesis de pregrado). Universidad de León. León, España. https://books.google.com.mx/books/about/Medios_de_comunicaci%C3%B3n_tradicionales_en.html?id=u7KnnQAACAAJ&redir_esc=y
Díaz, O. (2017). Algunas consideraciones sobre el papel de las tecnologías en los estudios de traducción y la formación de traductores. Hikma, 18(1), 57-84. https://helvia.uco.es/xmlui/handle/10396/19473 DOI: https://doi.org/10.21071/hikma.v18i1.11188
Echeverri, M., Manjarrés, R. (2020). Asistente virtual académico utilizando tecnologías cognitivas de procesamiento de lenguaje natural. Revista Politécnica, 16(31), 85-96. https://revistas.elpoli.edu.co/index.php/pol/article/view/1701 DOI: https://doi.org/10.33571/rpolitec.v16n31a7
Faraboschi, P., Frachtenberg, E., Laplante, P., Milojicic, D., y Saracco, R. (2023). Artificial General Intelligence: Humanity’s Downturn or Prosperity. Computer, 56(10), 93-101. https://doi.org/10.1109/MC.2023.3297739 DOI: https://doi.org/10.1109/MC.2023.3297739
Farrokhnia, M., Banihashem, S., Noroozi, O., y Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 1(1), 1-15. https://www.tandfonline.com/doi/full/10.1080/14703297.2023.2195846
Gallent, C., Zapata, A., y Ortego, L. (2023). The impact of Generative Artificial Intelligence in higher education: a focus on ethics and academic integrity. RELIEVE, 29(2), 1-20. https://www.redalyc.org/journal/916/91676028011/91676028011.pdf
García, G., Fuertes, M., y Molas, N. (2018). Briefing paper: los chatbots en educación. eLearn Center. Universitat Oberta de Catalunya. https://openaccess.uoc.edu/bitstream/10609/80185/6/BRIEFING_PAPER_CHATBOTS_EN.pdf
González, E., García, M., y Cantú, G. (2020). ¿Conocen los jóvenes millennials los requerimientos para la transformación digital de las organizaciones? VinculaTégica EFAN, 6(1), 672-681. https://vinculategica.uanl.mx/index.php/v/article/view/621/489 DOI: https://doi.org/10.29105/vtga6.1-621
Hernández-Nieto, R. (2011). Instrumentos de recolección de datos en ciencias sociales y ciencias biomédicas. Venezuela: Universidad de Los Andes
Hernández-nieto, R. (2002), Contributions to statistical Analysis. Mérida, Venezuela: Universidad de Los Andes.
Kaplan, J. (2017). Inteligencia Artificial. Teell Editorial
Liu, L. (2023). Analyzing the text contents produced by ChatGPT: Prompts, feature-components in responses, and a predictive model. Journal of Educational Technology Development and Exchange (JETDE), 16(1), 49-70 En: https://doi.org/10.18785/jetde.1601.03 DOI: https://doi.org/10.18785/jetde.1601.03
Luna, P., y Molina, A. (2019). Bots: tipología y aplicaciones en el ámbito empresarial. [ Tesis de pregrado, Universidad de Sevilla]. Depósito de Investigación de la Universidad de Sevilla.https://idus.us.es/bitstream/handle/11441/100172/Bots_tipologia_aplicaciones_ambito_empresarial.pdf?sequence=1&isAllowed=y
Makasi, T., Nili, A., Desouza, K., & Tate, M. (2022). A Typology of Chatbots in Public Service Delivery. Government Information Quarterly, 8. IEEE Software, 39(3), pp. 58-66. https://eprints.qut.edu.au/209837/1/82103982.pdf DOI: https://doi.org/10.1109/MS.2021.3073674
Mcmurtrie B. (2023). How artificial intelligence is changing teaching. The chronicle of higher education, 1(1), 1-17 https://scholar.google.com/scholar?hl=es&as_sdt=0%2C5&q=How+artificial+intelligence+is+changing+teaching.&btnG=
Moreno, R. (2019). La llegada de la inteligencia artificial a la educación. Revista de Investigación en Tecnologías de la Información: RITI, 7(14), 260-270. https://dialnet.unirioja.es/servlet/articulo?codigo=7242777 DOI: https://doi.org/10.36825/RITI.07.14.022
NOVOA, A. Y PIRELA, J. (2020). Acompañamiento desde una ética de la vida Para educar en tiempos de pandemia. Utopía y Praxis Latinoamericana, 25, 11-24. http://produccioncientificaluz.org/index.php/utopia/article/view/32842
Ocaña, Y., Valenzuela, L., y Garro, L. (2019). Inteligencia artificial y sus implicaciones en la educación superior. Propósitos y Representaciones, 7(2), 536-568. http://www.scielo.org.pe/scielo.php?pid=S2307-79992019000200021&script=sci_abstract DOI: https://doi.org/10.20511/pyr2019.v7n2.274
Sullivan, M., Kelly, A., y McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning & Teaching, 6(1), 31-40. https://www.researchgate.net/publication/369378950_ChatGPT_in_higher_education_Considerations_for_academic_integrity_and_student_learning DOI: https://doi.org/10.37074/jalt.2023.6.1.17
Tapias, O., Iglesias, J., y Consuegra, J. (2019). La tecnología de inteligencia artificial como soporte en la enseñanza de la ingeniería. XVI FEICES.
Torres, R., Sànchez A.y Pizarro, V., Rubio, A. (2024). Aplicaciones de inteligencia artificial (IA) en la educación. RECIAMUC, 1(1), 178-188. https://reciamuc.com/index.php/RECIAMUC/article/view/1260 DOI: https://doi.org/10.26820/reciamuc/8.(1).ene.2024.178-188
Torres, S., y Pym, E. (2022). La confianza de los estudiantes de traducción en la traducción automática: ¿demasiado buena para ser verdad? Revista Internacional de Lenguas Extranjeras, 15(1), 1-20. https://revistes.urv.cat/index.php/rile
Villarreal, R. y Corzo, J. (2020). Perspectivas teóricas de las características del uso de la industria 4.0. VinculaTégica EFAN, 6(1), 330-343. https://vinculategica.uanl.mx/index.php/v/article/view/596/466 DOI: https://doi.org/10.29105/vtga6.1-596
Wright, N. (2018). AI, China, Russia, and the global order: Technological, political, global, and creative perspectives. Air University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Dra. Ruth Isela Martínez Valdez, Dra. Katia Site Pérez Martínez, Dra. Ana Irene Cuevas Gutiérrez
This work is licensed under a Creative Commons Attribution 4.0 International License.
a). Authors keep copyright and give the journal the right of the first publication of the work under a Creative Commons attribution license. This license allows others to share the work as long as original authorship and initial publication in this journal is acknowledged.
b). Authors may make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (e.g., include it in an institutional repository or publish it in a book) as long as they clearly indicate that the work was published for the first time in this journal.
c). Authors are allowed to self-archive their work in institutional repositories or on their own website before and during the submission process, as this may encourage productive exchanges and increase early and overall citation of the published work.
