Voces de estudiantes sobre el uso de inteligencia artificial en las experiencias de transformación del aprendizaje autónomo
Fecha
2026
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Editor
Universidad de Manizales
Referencia bibliográfica
Resumen
El presente articulo presenta cómo la inteligencia artificial (IA) ha transformado el campo educativo en estudiantes de noveno grado de una institución educativa pública de Manizales mediante la implementación de actividades para el aprendizaje autónomo mediante experiencias personalizadas que se adaptan a las necesidades y estilos individuales de los estudiantes.
La investigación tuvo un enfoque cualitativo desde una aproximación metodológica propuesta a partir de la acción-reflexión de Kemmis y McTaggart (1988), la cual aportó en la aplicación de acciones pedagógicas a través de talleres con inteligencia artificial con la finalidad de comprender los aprendizajes y percepciones de los estudiantes.
Se concluye que esta apuesta pedagógica fomentó un entorno donde los estudiantes gestionan su manera de aprender, fortaleciendo la participación y las habilidades de autorregulación, lo que, a su vez, mejora el rendimiento académico y promueve hábitos de aprendizaje continuo, toda vez que la evolución de la IA ha permitido reflexionar en torno a la utilidad de estos en los procesos de enseñanza y aprendizaje.
Palabras clave: inteligencia artificial, educación, aprendizaje autónomo, innovación educativa, conexión, avances.
This article presents how artificial intelligence (AI) has transformed the educational field for ninth-grade students at a public educational institution in Manizales through the implementation of activities for autonomous learning using personalized experiences that adapt to the individual needs and styles of students. The research took a qualitative approach based on a methodological approach proposed by Kemmis and McTaggart (1988), which contributed to the application of pedagogical actions through workshops with artificial intelligence in order to understand the students' learning and perceptions. It was concluded that this pedagogical approach fostered an environment where students manage their own learning, strengthening participation and self-regulation skills, which, in turn, improves academic performance and promotes continuous learning habits, as the evolution of AI has allowed for reflection on its usefulness in teaching and learning processes. Keywords: artificial intelligence, education, autonomous learning, educational innovation, connection, advancements
This article presents how artificial intelligence (AI) has transformed the educational field for ninth-grade students at a public educational institution in Manizales through the implementation of activities for autonomous learning using personalized experiences that adapt to the individual needs and styles of students. The research took a qualitative approach based on a methodological approach proposed by Kemmis and McTaggart (1988), which contributed to the application of pedagogical actions through workshops with artificial intelligence in order to understand the students' learning and perceptions. It was concluded that this pedagogical approach fostered an environment where students manage their own learning, strengthening participation and self-regulation skills, which, in turn, improves academic performance and promotes continuous learning habits, as the evolution of AI has allowed for reflection on its usefulness in teaching and learning processes. Keywords: artificial intelligence, education, autonomous learning, educational innovation, connection, advancements
Descripción
Palabras clave
Educación y transformación digital, Innovación educativa, Inteligencia artificial, Aprendizaje autónomo, IA en educación
