Perceptions, practices, and pedagogical challenges related to the use of artificial intelligence and academic performance among higher education students
Article Sidebar
Main Article Content
Abstract
Abstract: The use of artificial intelligence in higher education represents a pedagogical transformation that influences the ways students study, produce texts, receive feedback, demonstrate learning, and understand academic performance. The objective of this study was to critically analyze the scientific literature on perceptions, uses, and pedagogical challenges associated with artificial intelligence, as well as its relationship with the academic performance of university students. An exploratory bibliographic review was conducted with a qualitative approach and documentary design, based on the selection of scientific articles, reviews, and academic documents published preferably between 2017 and 2025. The information was organized through a documentary analysis matrix and synthesized narratively according to thematic categories. The results show favorable but ambivalent student perceptions, frequent uses related to information search, synthesis, writing, translation, content explanation, and assessment preparation, as well as benefits linked to personalization, immediate feedback, and self-regulation. However, risks such as technological dependence, weakening of cognitive effort, misinformation, threats to academic integrity, and distortion of academic performance were also identified. It is concluded that artificial intelligence can strengthen learning when supported by teaching mediation, critical literacy, authentic assessment, and institutional regulation.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
References
Abbas, M., Jam, F. A., & Khan, T. I. (2024). Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students. International Journal of Educational Technology in Higher Education, 21, Article 10. https://doi.org/10.1186/s41239-024-00444-7
Andino-Jaramillo, R. A., & Palacios-Soledispa, D. L. (2023). Investigación para la aplicación de una estrategia de mejoramiento del clima laboral en una unidad educativa. Journal of Economic and Social Science Research, 3(3), 52–75. https://doi.org/10.55813/gaea/jessr/v3/n3/73
Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., Pham, P., Chong, S. W., & Siemens, G. (2024). A meta systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21, Article 4. https://doi.org/10.1186/s41239-023-00436-z
Bonilla-Bonilla, M. A. (2022). Las teorías de Lukács y Shklovski sobre el género novelístico en el “Debate sobre la Novela” de 1934-35. Revista Científica Zambos, 1(1), 1-12. https://doi.org/10.69484/rcz/v1/n1/51
Casanova- Villalba, C. I., Intriago Sánchez, J. E., Molina Valdez, L. A. & Moreira Vera, N. C., (2022). Importancia de los principios éticos en los negocios globales. In Resultados Científicos de la Investigación Multidisciplinaria desde la Perspectiva Ética (pp. 24-40). Editorial Grupo AEA. https://doi.org/10.55813/egaea.cl.2022.11
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20, 38. https://doi.org/10.1186/s41239-023-00408-3
Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20, Article 43. https://doi.org/10.1186/s41239-023-00411-8
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20, Article 22. https://doi.org/10.1186/s41239-023-00392-8
Dikilitaş, K., Klippen, M. I. F., & Keles, S. (2024). A systematic rapid review of empirical research on students’ use of ChatGPT in higher education. Nordic Journal of Systematic Reviews in Education, 2, 103–125. https://doi.org/10.23865/njsre.v2.6227
Herrera Enríquez, G., Castillo Páez, S., Zambrano Vera, D., Herrera Sánchez, M. J., & Casanova Villalba, C. I. (2021). Incidencia de las metodologías de enseñanza en las carreras de ciencias administrativas ofertadas por las universidades públicas del DMQ. Visionario Digital, 5(1), 6-25. https://doi.org/10.33262/visionariodigital.v5i1.1526
Herrera-Enríquez, G., Herrera-Sánchez, M., Casanova-Villalba, C., Puyol-Cortez, J., Mendoza-Armijos, H, (2021). Manual para Elaboración del Plan de Titulación como Conclusión de Carrera. Editorial Grupo Compás.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign. https://unesdoc.unesco.org/ark:/48223/pf0000368021
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., . . . Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, Article 102274. https://doi.org/10.1016/j.lindif.2023.102274
Loor Giler, J. L., Lorenzo Benítez, R., & Herrera Navas, C. D. (2021). Manual de actividades didácticas para el desarrollo de la comprensión lectora en estudiantes de subnivel de básica media. Journal of Economic and Social Science Research, 1(1), 15–37. https://doi.org/10.55813/gaea/jessr/v1/n1/18
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson. https://discovery.ucl.ac.uk/id/eprint/1475756/
Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386693
Moya, B. A., Eaton, S. E., Pethrick, H., Hayden, K. A., Brennan, R., Wiens, J., & McDermott, B. (2024). Academic integrity and artificial intelligence in higher education (HE) contexts: A rapid scoping review. Canadian Perspectives on Academic Integrity, 7(3). https://doi.org/10.55016/ojs/cpai.v7i3.78123
Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12, 22. https://doi.org/10.1186/s41039-017-0062-8
Puyol-Cortez, J. L., & Mina-Bone, S. G. (2022). Explorando el liderazgo de los profesores en la educación superior: un enfoque en la UTELVT Santo Domingo. Journal of Economic and Social Science Research, 2(2), 16–28. https://doi.org/10.55813/gaea/jessr/v2/n2/49
Santander-Salmon, E. S. (2024). Métodos pedagógicos innovadores: Una revisión de las mejores prácticas actuales. Revista Científica Zambos, 3(1), 73-90. https://doi.org/10.69484/rcz/v3/n1/13
Scarfe, P., Watcham, K., Clarke, A., & Roesch, E. (2024). A real-world test of artificial intelligence infiltration of a university examinations system: A “Turing Test” case study. PLOS ONE, 19(6), Article e0305354. https://doi.org/10.1371/journal.pone.0305354
Silva Alvarado, J. C., & Herrera Navas, C. D. (2022). Estudio de Kahoot como recurso didáctico para innovar los procesos evaluativos pospandemia de básica superior de la Unidad Educativa Iberoamericano. Journal of Economic and Social Science Research, 2(4), 15–40. https://doi.org/10.55813/gaea/jessr/v2/n4/23
Strzelecki, A. (2024). Students’ acceptance of ChatGPT in higher education: An extended unified theory of acceptance and use of technology. Innovative Higher Education, 49, 223–245. https://doi.org/10.1007/s10755-023-09686-1
UNESCO. (2023). Guidance for generative AI in education and research. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386693
Xia, Q., Weng, X., Ouyang, F., Lin, T. J., & Chiu, T. K. F. (2024). A scoping review on how generative artificial intelligence transforms assessment in higher education. International Journal of Educational Technology in Higher Education, 21, Article 40. https://doi.org/10.1186/s41239-024-00468-z
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education: Where are the educators? International Journal of Educational Technology in Higher Education, 16, Article 39. https://doi.org/10.1186/s41239-019-0171-0