Inteligencia artificial generativa y educación: Un análisis desde múltiples perspectivas. García-Peñalvo, F. J. Education in the Knowledge Society (EKS), 25:e31942, April, 2024. ![Inteligencia artificial generativa y educación: Un análisis desde múltiples perspectivas [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex At the crossroads of advanced technology and pedagogy, Generative Artificial Intelligence (GenAI) is, at the very least, prompting a reassessment of traditional educational paradigms. Following a frenetic year in the advancement of GenAI, particularly after the emergence of ChatGPT, there is an intent to explore the impact of GenAI on the educational sector, analysed from the perspectives of four key groups: teachers, students, decision-makers, and software engineers. Throughout 2023 and into 2024, literature reviews, interviews, surveys, training sessions, and direct observations have been conducted to gauge how GenAI is perceived by individuals representing these groups within the educational context. It is highlighted how GenAI offers unprecedented opportunities for, among other things, personalising learning, enhancing the quality of educational resources, and optimising administrative and assessment processes. However, the application of GenAI in education also has a less favourable aspect related to reservations and mistrust, often due to a lack of literacy in issues related to AI in general, but also well-founded in some cases due to gaps in legislative, ethical, security, or environmental impact aspects. This analysis reveals that, although GenAI has the potential to transform education significantly, its successful implementation requires a collaborative and cross-sectional approach involving all actors in the educational ecosystem. As we explore this new horizon, it is imperative to consider the ethical implications and ensure that technology is used to benefit society at large without overlooking the risks and challenges that already exist or will inevitably arise with the accelerated development of these extremely powerful technologies.
@article{garcia-penalvo_inteligencia_2024,
title = {Inteligencia artificial generativa y educación: {Un} análisis desde múltiples perspectivas},
volume = {25},
copyright = {Derechos de autor 2024 Education in the Knowledge Society (EKS)},
issn = {2444-8729},
shorttitle = {Inteligencia artificial generativa y educación},
url = {https://revistas.usal.es/tres/index.php/eks/article/view/31942},
doi = {10.14201/eks.31942},
abstract = {At the crossroads of advanced technology and pedagogy, Generative Artificial Intelligence (GenAI) is, at the very least, prompting a reassessment of traditional educational paradigms. Following a frenetic year in the advancement of GenAI, particularly after the emergence of ChatGPT, there is an intent to explore the impact of GenAI on the educational sector, analysed from the perspectives of four key groups: teachers, students, decision-makers, and software engineers. Throughout 2023 and into 2024, literature reviews, interviews, surveys, training sessions, and direct observations have been conducted to gauge how GenAI is perceived by individuals representing these groups within the educational context. It is highlighted how GenAI offers unprecedented opportunities for, among other things, personalising learning, enhancing the quality of educational resources, and optimising administrative and assessment processes. However, the application of GenAI in education also has a less favourable aspect related to reservations and mistrust, often due to a lack of literacy in issues related to AI in general, but also well-founded in some cases due to gaps in legislative, ethical, security, or environmental impact aspects. This analysis reveals that, although GenAI has the potential to transform education significantly, its successful implementation requires a collaborative and cross-sectional approach involving all actors in the educational ecosystem. As we explore this new horizon, it is imperative to consider the ethical implications and ensure that technology is used to benefit society at large without overlooking the risks and challenges that already exist or will inevitably arise with the accelerated development of these extremely powerful technologies.},
language = {es},
urldate = {2025-04-01},
journal = {Education in the Knowledge Society (EKS)},
author = {García-Peñalvo, Francisco José},
month = apr,
year = {2024},
keywords = {academia, chatGPT, educación, inteligencia artificial},
pages = {e31942},
}
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