La percepción de la Inteligencia Artificial en contextos educativos tras el lanzamiento de ChatGPT: disrupción o pánico
Open accessAbstract
El año 2022 ha finalizado con una de esas innovaciones tecnológicas que tienen un comportamiento difícil de predecir, un cisne negro, acaparando la atención en los medios de comunicación tradicionales y los medios digitales. Efectivamente, se trata de ChatGPT. Si bien la inteligencia artificial ya venía ocupando un lugar destacado en diversas noticias, aunque muchas veces enmascarada bajo otras diversas acepciones, el fenómeno ChatGPT ha vuelto a poner en primera plana esta disciplina, así como sus efectos, tanto positivos como negativos, en nuestra sociedad. Las reacciones a su lanzamiento, sobre todo influidas por su facilidad de acceso y uso, están siendo de lo más variadas, yendo del entusiasmo de los innovadores y adoptadores tempranos hasta el terror casi apocalíptico propio de la película Terminator. De las múltiples aplicaciones de esta herramienta, el mayor debate está centrándose en sus implicaciones en la Educación y en la Academia, por su tremenda potencia para generar textos que perfectamente podrían pasar por creaciones humanas. Estamos en los albores de una tecnología que ha pasado de ser una herramienta de juguete a presentar su candidatura a convertirse en una innovación disruptiva. Que lo consiga o no dependerá de muchos factores, pero si no es esta será otra similar. Negarlo o prohibirlo no servirá absolutamente de nada para parar el efecto tsunami que ya ha comenzado. Por todo ello, primero hay que entender estas tecnologías basadas en modelos de lenguaje y conocer tanto sus beneficios como sus puntos débiles, además de lo que realmente suponen para un sector de actividad específico, como puede ser la Educación. Después de conocer la tecnología y la herramienta, se estaría en condiciones de utilizar (o no) su potencial y de prevenir o detectar sus posibles efectos perniciosos, seguramente cambiando y adaptando procesos que probablemente se tengan muy arraigados y que, por tanto, obliguen a salir de la zona de confort, lo que siempre es causa de resistencia al cambio y de reacciones extremas que, normalmente, no van a parar el camino de una tecnología hacia su meseta de productividad cuando esta llegue a ser parte cotidiana de una mayoría suficiente de usuarios, máxime cuando además se trata de herramientas transversales que van a contagiar sus patrones de uso entre los diferentes dominios de aplicación.
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The review found that frequent use of ChatGPT may result in a decrease in innovative capacities, collaborative skills, cognitive capacities, and students' motivation to attend classes, as well as reduced higher-order thinking skills among students.
“it found that frequent use of ChatGPT may result in a decrease in innovative capacities, collaborative skills and cognitive capacities, and students' motivation to attend classes, as well as could lead to reduced higher-order thinking skills among students [22, 29]”
From A systematic literature review of empirical research on ChatGPT in education (2024) · cites this paper as [29]
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Vasiliu, V., & Yavetz, G. (2024) · Aslib Journal of Information Management · doi:10.1108/ajim-12-2023-0562 · Cited by 24 · see citing works
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Pereira, R., Reis, I. W., Ulbricht, V. R., & dos Santos, N. (2024) · Management Research The Journal of the Iberoamerican Academy of Management · doi:10.1108/mrjiam-01-2024-1501 · Cited by 38 · see citing works
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Zhong, Y., Lian, J., Huang, H., & Deng, H. (2025) · Education and Information Technologies · doi:10.1007/s10639-024-13237-2 · Cited by 26 · see citing works
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Abualrob, M. M. (2024) · Contemporary Educational Technology · doi:10.30935/cedtech/15686 · Cited by 18 · see citing works
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Lammert, C., DeJulio, S., Garcia, S. G., & Fraga, L. M. (2024) · The Clearing House A Journal of Educational Strategies Issues and Ideas · doi:10.1080/00098655.2024.2427332 · Cited by 16 · see citing works
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Ojubanire, O. A., Olaleye, S. A., Marhraoui, M. A., Kamihanda, M. W., Oke, O. I., & Ojubanire, O. A. (2025) · The Internet and Higher Education · doi:10.1016/j.iheduc.2025.100999 · Cited by 21 · see citing works
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Use of ChatGPT in Higher Education: A Study with Graduate Students
Costa, R., Costa, A. L., & Carvalho, A. A. A. (2024) · EAI/Springer Innovations in Communication and Computing · doi:10.1007/978-3-031-52296-3_7 · Cited by 13 · see citing works
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Examining the Use of ChatGPT in Language Teaching
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Smart Learning Applications: Leveraging LLMs for Contextualized and Ethical Educational Technology
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Percepción y uso de los chatbots entre estudiantes de posgrado online: Un estudio exploratorio
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- Authors
- García-Peñalvo, F. J.
- Venue
- Education in the Knowledge Society (EKS)
- Publisher
- Ediciones Universidad de Salamanca
- Published
- 2023-02-06
- Volume
- 24
- Pages
- e31279
- ISSN
- 1138-9737 (ISSN-L)
- 2444-8729
- OpenAlex
- W4319439342
- Cited by
- 331
- References
- 25
- Citations by year
- 2026: 60 · 2025: 78 · 2024: 121 · 2023: 71
- Type
- journal article
- Language
- es
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- Education in the Knowledge Society (EKS) (publishedVersion, cc-by-nc-nd)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Social Sciences › Safety Research › Ethics and Social Impacts of AI
- Keywords
- ChatGPT, large language models, artificial intelligence in education, disruptive innovation, academic integrity, generative AI, resistance to change, artificial intelligence in higher education, AI in K-12 education, teacher perceptions
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