REDU. Revista de Docencia Universitaria - Vol 22, No 2 (2024)

Tabla de contenidos

Editorial

Editorial del monográfico "Inteligencia Artificial en Educación Superior"

Monográfico

Uso de ChatGpt en educación superior. Un análisis en función del género, rendimiento académico, año y grado universitario del alumnado
Competencias transversales e inteligencia artificial en educación superior: percepciones y aplicaciones
Integración de la Inteligencia Artificial en decisiones curriculares: Análisis del plan curricular de la asignatura: Empresarialidad (Código 4121) de la Escuela de Ciencias de la Administración de la UNED, Costa Rica
Análisis de los procesos cognitivos aplicando realidad virtual para la enseñanza-aprendizaje de los Medios Alternos de Solución de Conflictos (MASC) en México
De la ansiedad al empoderamiento: Impacto del uso de la inteligencia artificial en la percepción de los estudiantes en educación superior
Optimizando el aprendizaje mediante IA: la eficacia de flujos de trabajo estructurados en la educación superior
Aprendizaje activo del Derecho mediante herramientas LLM como ChatGPT para la simulación de casos en el aula
Impulsando la Educación Superior con IAGen: oportunidades y retos para docentes
Percepciones docentes sobre la integración de aplicaciones de IA generativa en el proceso de enseñanza universitario

Artículos

Formación musical del maestro de educación infantil mediante proyectos audiovisuales
La accesibilidad cognitiva de las escuelas a examen. Una experiencia de aprendizaje-servicio en formación docente
Estudio mixto sobre la gamificación y su efecto en la motivación: Metodologías participativas en el contexto universitario
¿Innovar en el examen tipo test? La prueba objetiva inversa para mejorar la evaluación sumativa en educación superior

Recensiones

Reseña libro "Innovación docente en Educación Superior. Interacción, participación y colaboración"
Reseña libro "Elogio del liderazgo"

URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/213573

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Mostrando 1 - 16 de 16

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Reseña libro "Innovación docente en Educación Superior. Interacción, participación y colaboración"
(Universitat Politècnica de València, 2024-12-30) García García, Javier
[EN] Book review "Innovación docente en Educación Superior. Interacción, participación y colaboración" Authors: Álvarez Álvarez, S. Pinedo González, R. (Eds.)ISBN: 978-84-18583-04-9Publisher: Agilice DigitalYear of publication: 2023Place of publication: SpainEdition: 1stPages: 403Language: Spanish
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Reseña libro "Elogio del liderazgo"
(Universitat Politècnica de València, 2024-12-30) Michavila, Francisco
[EN] Commentary on Aurelio Villa's book: 13 perspectives on leadership. Author: Aurelio VillaISBN: 978-84-10-70594-4Publisher: Dykinson S. L.Year of publication: 2024Place of publication: EspañaEdition: 1ªPages: 284Language: Castellano
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Formación musical del maestro de educación infantil mediante proyectos audiovisuales
(Universitat Politècnica de València, 2024-12-30) del Barrio Aranda, Luis; Serrano Pastor, Rosa Mª; López Casanova, Mª Belén
[EN] This research analyzes the formative contributions related to the creation of audiovisual artistic proposals of undergraduate students in Early Childhood Education and their application in school study contexts. The educational research involved the participation of 86 students taking the subject Development of Musical Expression during the 2022-2023 school year. The audiovisual projects developed in collaborative groups are based on the needs of twelve Early Childhood Education teachers from three schools, in which they are applied and evaluated by giving feedback to students and teachers. The qualitative research design includes the organization of the study in three phases: an inquiry phase, a fieldwork phase and an evaluation phase. For data analysis, two pre-post questionnaires were used to analyze students' expectations and learning, teachers' field diaries, learning evaluation rubrics and a final discussion group. The results highlight the importance of audiovisual and digital competencies in initial teacher training in music education, the relevance of teacher creativity and the significance of contextualized didactic experiences in school settings.
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La accesibilidad cognitiva de las escuelas a examen. Una experiencia de aprendizaje-servicio en formación docente
(Universitat Politècnica de València, 2024-12-30) Tárraga Mínguez, Raúl; Lacruz-Pérez, Irene; Gómez-Marí, Irene; Generalitat Valenciana
[EN] Ensuring cognitive accessibility in schools is a significant benefit for the entire educational community at large, and it is crucial for the educational inclusion of students with sensory impairments and executive function difficulties. Given its importance, this paper presents a training proposal that addresses cognitive accessibility with pre-service special education specialists through a service-learning experience. Specifically, 39 pre-service teachers assessed the cognitive accessibility in school environments. To accomplish this, the students reached out to early childhood and primary schools and conducted an evaluation of their cognitive accessibility, and then they designed a set of improvement proposals that were conveyed to schools. This study used an ad hoc questionnaire to collect student feedback on this training proposal, consisting of nine Likert-type items and two open-ended questions. The results suggest that participants positively evaluated the experience, reporting a significant increase in their knowledge of cognitive accessibility and a high level of motivation throughout the experience. Furthermore, from the students perspective, the schools benefited from the experience and actively collaborated with them. Participants also pointed out some challenges related to the service-learning methodology and cognitive accessibility itself.
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¿Innovar en el examen tipo test? La prueba objetiva inversa para mejorar la evaluación sumativa en educación superior
(Universitat Politècnica de València, 2024-12-30) Martínez-Abad, Fernando; Hernández-Ramos, Juan Pablo; Sánchez-Prieto, José Carlos; Izquierdo-Álvarez, Vanessa; del Moral-Marcos, María Teresa; Rivetta, María Serena; Ortiz-López, Alberto
[EN] Given its significant advantages over other strategies, the objective test is a commonly used assessment tool in university summative assessment, although it has also been associated with some limitations such as rote memorization, the promotion of stagnant and compartmentalized knowledge, or the development of lower-order thinking processes. This research aims to present and evaluate the effectiveness of the reverse objective test as a mode of summative assessment that enhances the performance of conventional objective tests. A quasi-experimental design with post-test only and non-equivalent control group is applied to a group of 204 university students majoring in Education Sciences. While the control group receives the conventional objective test as the assessment instrument, the experimental group completes the same test in reverse mode. The results show that students in the experimental group achieve higher levels of academic performance than those in the control group, while also demonstrating higher levels of satisfaction and overall assessment of the test. While both groups perceive high levels of higher-order reasoning, the experimental group appears to achieve significantly higher levels, with students with higher grades in the experimental group perceiving even higher levels. Both groups report similar levels of academic anxiety. It is evident that the reverse objective test is an alternative that allows for the improvement of summative assessment processes, promoting higher levels of quality in university teaching.
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Estudio mixto sobre la gamificación y su efecto en la motivación: Metodologías participativas en el contexto universitario
(Universitat Politècnica de València, 2024-12-30) Edo, Esther
[EN] The inclusion of participatory methodologies in the classroom that boost interaction between different educational agents and, consequently, mutual enrichment among students is one of the pedagogical axes promoted by current educational legislation. The adaptation of teaching-learning processes to the needs and interests of students is also a current pedagogical axe. Motivation is a factor linked to these educational demands, previously mentioned, which has been, and it continues being, the object of study in educational research. The present work aims to analyse the effect of Gamification methodology on the motivation of university students in their initial teacher training (N=95). It is a mixed quasi-experimental study, whose results, derived from the quantitative and qualitative analyses, show that motivation is significantly improved in university students. The added value of this research lies in the factors associated with this increase, such as playful mechanics like leader boards, dynamics like competition, peer interactions, the weekly introduction of new didactic strategies and changes in student grouping, among others. In addition, the study has added value because it is an example of Gamification of structure developed in a subject of initial teacher training that provides not only qualitative, but also quantitative evidence of the benefits of Gamification applied in the university context.
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Percepciones docentes sobre la integración de aplicaciones de IA generativa en el proceso de enseñanza universitario
(Universitat Politècnica de València, 2024-12-30) Carranza Alcántar, María del Rocío; Macías González, Gizelle Guadalupe; Gómez Rodríguez, Horacio; Jiménez Padilla, Alma Azucena; Jacobo Montes, Fatima Montserrath
[EN] In recent years, the advancement of generative artificial intelligence has had a significant impact on higher education, boosting its use for teaching and personalizing the learning experience. However, it also presents ethical and pedagogical challenges that must be addressed. Based on the above, it was decided to carry out a study that aims to explore the perceptions of university teachers about the integration and effectiveness of generative AI applications in higher education. A quantitative, transversal and descriptive methodology was used, with a survey structured on a Likert scale, it was applied to 105 higher education teachers from different universities in Mexico. The results reveal that, although teachers have a basic knowledge of generative AI, the deep understanding, integration and effective implementation of these technologies in educational processes is limited. Tools like ChatGPT are frequently mentioned, but their educational use remains low. Respondents expressed the need for adequate training and have concerns about plagiarism, reflecting a duality of opinions about the associated benefits and risks. It concludes on the importance of continuous training and critical understanding to maximize the benefits of IAG and mitigate its risks, ensuring that the knowledge transmitted is reliable and of high quality.
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Impulsando la Educación Superior con IAGen: oportunidades y retos para docentes
(Universitat Politècnica de València, 2024-12-30) Escario, Ines; García, Alejandro; Ripollés, María; Arriaga, Cristina; Cáceres González, Pilar A.; García Cumbreras, Miguel Ángel
[EN] Generative Artificial Intelligence (GenAI), with its ability to create original content and simulate human interactions, is rapidly transforming various sectors, including higher education. This article introduces the main uses and challenges and reveals the most relevant perceptions, challenges and opportunities surrounding the implementation of AI in higher education. Based on a survey of university professors from the Red Estatal de Docencia Universitaria (REDU), a variety of perceptions are revealed, from enthusiasm for GenAI's potential to personalize learning and automate tasks to concerns about its ethical and pedagogical implications, such as plagiarism and dependence on the technology. Identified uses of AI include educational content generation, automated feedback, and the creation of immersive learning environments. Notable challenges included institutional barriers, lack of access to up-to-date resources, and difficulties integrating GenAI into teaching practice effectively and ethically. Teachers expressed a clear interest in receiving specific training on AI, both in technical and pedagogical aspects, to take full advantage of its potential and mitigate its risks. These findings point to the need to address the identified challenges and promote ongoing faculty training to boost the potential of GenAI in higher education. Future research should deepen the understanding of faculty perceptions and needs, as well as the development of effective strategies for the implementation of GenAI in the university context, taking into account both its benefits and challenges.
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Aprendizaje activo del Derecho mediante herramientas LLM como ChatGPT para la simulación de casos en el aula
(Universitat Politècnica de València, 2024-12-30) Robert Guillén, Santiago
[EN] The educational innovation project titled Active Learning in Civil Law through Mock Trials and Academic Debates Enhanced by LLM (Large Language Model) Tools like ChatGPT addresses the pressing need to modernize the teaching of Civil Law. Designed to resonate with the digital expectations of contemporary students, this initiative leverages Problem-Based Learning (PBL) as a methodological foundation to foster critical thinking and analytical skills. Central to the project is the integration of large language models (LLMs) into practical simulations, where tools such as ChatGPT and Copilot generate tailored content and take on roles like litigators, witnesses, or judges, under the guidance of instructors. This approach marks a significant departure from traditional methodologies, creating a more interactive and immersive learning environment. The project outlines a comprehensive methodological design, detailing the activities conducted and the strategic deployment of LLM tools. Particular emphasis is placed on the crafting of targeted prompts, which are analyzed for their effectiveness in addressing complex legal scenarios and cultivating essential competencies, including legal reasoning, critical analysis, and the practical application of theoretical knowledge. The outcomes and student evaluations presented in the study highlight notable advancements in academic performance and skill development. These findings underscore the value of artificial intelligence as a pedagogical resource, demonstrating its potential to enrich legal analysis, enhance creativity, and redefine the learning experience within a university setting.
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Optimizando el aprendizaje mediante IA: la eficacia de flujos de trabajo estructurados en la educación superior
(Universitat Politècnica de València, 2024-12-30) Garro Mena, Leonardo
[EN] This study evaluates the impact of integrating artificial intelligence (AI) tools into the Chemical Engineering course "Transport Phenomena", focusing on the development and optimization of workflows through the use of AI. The study is structured in three phases: initial diagnosis, introduction of optimized workflows, and final evaluation. The research found a significant increase in AI usage among students, from 43% to 78% in daily life usage and from 33% to 90% in assignments solution by the end of the semester. Knowledge of AI tools such as GitHub Copilot increased from 29% to 100%. Student attitudes became more positive, with all participants recognizing the course's influence on their academic use of AI. The workflow-based approach was found effective by 100% of the students, who considered it beneficial for their projects, with 93.7% highlighting additional value compared to the isolated study of AI tools. The study underscores the importance of ethical considerations, clear AI literacy policies, and the need for a balanced integration of artificial and human intelligence. It demonstrates the efficacy of integrating AI through structured workflows, emphasizing the potential of hybrid intelligence to improve educational outcomes and ethically and effectively integrate AI into Engineering curricula.
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De la ansiedad al empoderamiento: Impacto del uso de la inteligencia artificial en la percepción de los estudiantes en educación superior
(Universitat Politècnica de València, 2024-12-30) Gil Iranzo, Rosa; Gutiérrez-Ujaque, Daniel; Teixidó Cairol, Mercè; Generalitat de Catalunya
[EN] This study explores the impact of Artificial Intelligence on the perceptions and learning processes of higher education students, highlighting both its pedagogical contributions and inherent ethical challenges. Addressing concerns related to digital inequalities and algorithmic biases, the research examines how advanced tools such as MidJourney and DALL-E influence students development of critical thinking, creativity, and digital critical literacy. Using a case study design and a mixed-methods approach including surveys, group discussions, and interviews the study investigated the evolution of attitudes towards AI among a sample of 40 design students enrolled in a university course, who engaged in both practical and reflective activities. The findings reveal a significant shift in student perceptions, transitioning from initial skepticism and anxiety to digital empowerment, underscoring the transformative potential of AI when framed within theoretical models such as Critical Digital Pedagogy and Human-Computer Interaction. The study proposes strategies such as the design of critical curricula, continuous professional development for educators, and collaboration with industry to diversify training datasets. These measures aim not only to enhance technical skills but also to foster critical awareness, positioning AI as a catalyst for social equity and educational innovation under robust ethical principles.
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Análisis de los procesos cognitivos aplicando realidad virtual para la enseñanza-aprendizaje de los Medios Alternos de Solución de Conflictos (MASC) en México
(Universitat Politècnica de València, 2024-12-30) Carrazco Delgado, Mario Octavio; Mendoza Pérez, Marco Alberto; Juárez Landín, Cristina; García Ibarra, José Ramon Silverio
[EN] Actually, Information and Communication Technologies, the Internet of Things and Artificial Intelligence (AI) are positioned as innovative educational technological tools in the face of new challenges, globalization and a new educational society. However, there is very little implementation in the area of law. The main objective of this article is to analysis of the cognitive processes when a simulator with virtual reality and AI support is implemented in teaching-learning process in a branch of law, which is Alternative Dispute Resolution (ADR) in México. The methodology used in the statistical analysis is random, documentary theoretical and empirical. The simulator was elaborated under the ADDIE model software development methodology and its programming in UNITY. OCULUS QUEST 2 glasses were used for immersion. The methodology used in the teaching-learning was the Local Theoretical Models (LTM) and the data collection was through questionnaires, interviews, case studies, observation, videos, etc. As a result, it was found that the simulator is useful for presenting scenarios, real ADR cases, a video game whit evaluation and feedback, etc. Likewise, the students of law or ADR can interact and be immersed with the simulator and in this way emotions, cognitive processes, situated, individualized, collaborative and meaningful learning will be stimulated.
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Integración de la Inteligencia Artificial en decisiones curriculares: Análisis del plan curricular de la asignatura: Empresarialidad (Código 4121) de la Escuela de Ciencias de la Administración de la UNED, Costa Rica
(Universitat Politècnica de València, 2024-12-30) Vargas, Manuel
[EN] The article examines the integration of Artificial Intelligence (AI) into the Entrepreneurship course (Code 4121) at ECA-UNED, aiming to optimize the teaching-learning process and prepare students for a dynamic labor market, while maintaining inclusive curriculum management. This integration faces ethical challenges related to equity, privacy, and curriculum decision-making from the perspectives of educators and educational administration. To address these challenges, the Administration Department at ECA-UNED has implemented strategies such as ensuring equitable access to technology, safeguarding student data privacy, and promoting human interaction in the educational process. The analysis concludes that AI has significant potential to transform the educational experience by personalizing learning and enhancing both the efficiency and effectiveness of the educational process. Furthermore, its application across various curricular approaches such as technical, practical, transitional, critical-social, technological, and self-realization frameworks is highlighted.
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Competencias transversales e inteligencia artificial en educación superior: percepciones y aplicaciones
(Universitat Politècnica de València, 2024-12-30) Rodríguez Rivera, Paula; Manzano León, Ana
[EN] Currently, artificial intelligence (AI) is beginning to integrate into higher education, demonstrating its ability to personalize and enrich learning processes. This study evaluates the impact of ChatGPT, an AI tool from OpenAI, on the learning of students in the Social Education degree, focusing on the design and development of practical cases. Two main areas are investigated: the influence of ChatGPT on the acquisition of cross-cutting skills essential for professional development, and student perceptions of its use in learning. The study was conducted at the University of [name removed] with 28 Social Education students during the 2023/2024 academic year, using a mixed-methods approach of quantitative and qualitative methods. Instruments included the Cross-Cutting Skills Assessment Questionnaire for Degrees (CECTGRA), a ChatGPT usage scale, an open-ended questionnaire, and an assessment rubric. Results showed significant improvements in the development of cross-cutting skills, mastery of these skills, and perceptions of the importance of these skills for professional growth. Most students positively evaluated ChatGPT, highlighting its convenience and accuracy. The educational possibilities of integrating ChatGPT into higher education are discussed, given its potential in enhancing cross-cutting skills and enriching the educational experience.
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Uso de ChatGpt en educación superior. Un análisis en función del género, rendimiento académico, año y grado universitario del alumnado
(Universitat Politècnica de València, 2024-12-30) Galindo-Domínguez, Héctor; Delgado, Nahia; Campo, Lucía; Sainz de la Maza, Martín
[EN] In recent years, the use of Artificial Intelligence-based systems, such as ChatGPT, has been gaining popularity among higher education students, partly because it allows them to optimize the time required for academic work. The aim of this study has been to determine the frequency of use of ChatGPT by university students for academic purposes and whether there are statistically significant differences in usage based on gender, age, academic performance, academic year, and degree of the participants. Among a sample of 507 university students, the results showed a moderately low use of ChatGPT for academic purposes, although significant differences were found based on personal variables. Specifically, statistically higher use of ChatGPT for academic purposes was found in males (vs. females), in students of intermediate courses (vs. students that just have started or are finishing their studies), and in students enrolled in the undergraduate degree program of Primary Education (vs. other degrees associated with the educational field). Non-significant differences were found based on age. These findings highlight the need to establish the profile of individuals who most use AI-based systems in order to detect and prevent potential dishonest behaviors, such as plagiarism or cheating on assignments, and thus promote responsible use of such tools among higher education students.
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Editorial del monográfico "Inteligencia Artificial en Educación Superior"
(Universitat Politècnica de València, 2024-12-30) Blesa Pérez, Andreu; Ripollés, María; Boughattas, Yosra
[EN] The editorial of the special issue on "Artificial Intelligence in Higher Education" explores the transformative impact of AI technologies on higher education. It highlights the integration of AI in student support and learning process analysis, emphasizing the opportunities for enhancing active learning and problem-solving skills and the challenges related to educational quality and ethical concerns. The special issue includes various studies demonstrating the positive effects of AI tools on student competencies and professional development, while also addressing the need for ethical implementation and faculty training to ensure effective adoption and mitigate potential risks.

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