Impacto de un objeto virtual con inteligencia artificial en biología y semiología
Fecha
2026
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Editor
Universidad de Manizales
Referencia bibliográfica
Resumen
El estudio tuvo como objetivo evaluar el impacto de un objeto virtual de aprendizaje (OVA) con componente de inteligencia artificial (IA) en el aprendizaje del sistema respiratorio en dos contextos: estudiantes de décimo grado en biología y estudiantes de medicina en semiología respiratoria. Se empleó un diseño cuasiexperimental con mediciones pretest y postest. En biología participaron 32 estudiantes en pretest y 27 en postest; en semiología, 15 y 14, respectivamente. Los resultados mostraron incrementos estadísticamente significativos en ambos contextos: en biología, las puntuaciones medias pasaron de 3,05 a 4,35 sobre 5,00 (t de Welch = 5,55; p < 0,001; d de Cohen = 1,36); en semiología, las puntuaciones pareadas pasaron de 3,41 a 4,64 sobre 5,00 (t = 6,11; p < 0,001; d de Cohen = 1,63), con ganancia normalizada de Hake alta (M = 0,81). Las limitaciones incluyen la ausencia de grupo control y los tamaños muestrales moderados. El estudio aporta evidencia empírica preliminar sobre el potencial pedagógico de los OVA con IA en la enseñanza de las ciencias de la vida y la salud, particularmente en la transición entre educación media y superior. Se concluye que el recurso favoreció ganancias amplias y consistentes en ambos niveles educativos.
El This study aimed to evaluate the impact of a virtual learning object (VLO) with an artificial intelligence (AI) component on learning the respiratory system in two contexts: tenth-grade students in biology and medical students in respiratory semiology. A quasi-experimental pretest-posttest design was used. In biology, 32 students completed the pretest and 27 the posttest; in semiology, 15 and 14, respectively. Results showed statistically significant increases in both contexts: in biology, mean scores rose from 3.05 to 4.35 out of 5.00 (Welch's t = 5.55; p < .001; Cohen's d = 1.36); in semiology, paired scores rose from 3.41 to 4.64 out of 5.00 (t = 6.11; p < .001; Cohen's d = 1.63), with a high Hake's normalized gain (M = 0.81). Limitations include the absence of a control group and moderate sample sizes. The study provides preliminary empirical evidence of the pedagogical potential of AI-enhanced VLOs for teaching life and health sciences, particularly during the transition between secondary and higher education. The resource fostered broad and consistent learning gains across both educational levels.
El This study aimed to evaluate the impact of a virtual learning object (VLO) with an artificial intelligence (AI) component on learning the respiratory system in two contexts: tenth-grade students in biology and medical students in respiratory semiology. A quasi-experimental pretest-posttest design was used. In biology, 32 students completed the pretest and 27 the posttest; in semiology, 15 and 14, respectively. Results showed statistically significant increases in both contexts: in biology, mean scores rose from 3.05 to 4.35 out of 5.00 (Welch's t = 5.55; p < .001; Cohen's d = 1.36); in semiology, paired scores rose from 3.41 to 4.64 out of 5.00 (t = 6.11; p < .001; Cohen's d = 1.63), with a high Hake's normalized gain (M = 0.81). Limitations include the absence of a control group and moderate sample sizes. The study provides preliminary empirical evidence of the pedagogical potential of AI-enhanced VLOs for teaching life and health sciences, particularly during the transition between secondary and higher education. The resource fostered broad and consistent learning gains across both educational levels.
Descripción
Palabras clave
Educación y transformación digital, Objeto virtual de aprendizaje, IA en educación, Innovación educativa, Aprendizaje significativo
