Uso de herramientas basadas en modelos extensos de lenguaje (LLMs) en los estudiantes del programa de Comunicación Social y Periodismo de la Universidad de Manizales
Fecha
2026
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad de Manizales
Referencia bibliográfica
Resumen
Este estudio analiza el uso de herramientas de inteligencia artificial generativa en los estudiantes del programa de Comunicación Social y Periodismo de la Universidad de Manizales, así como la percepción de sus docentes frente a las implicaciones pedagógicas y éticas de dicho uso. La investigación adoptó un enfoque cualitativo-interpretativo con diseño de estudio de caso institucional. Se aplicaron cuestionarios abiertos a 18 estudiantes y se realizaron entrevistas semiestructuradas a 3 docentes, seleccionados mediante muestreo intencional. Los datos fueron analizados mediante categorización temática y triangulación de fuentes. Los hallazgos indican que ChatGPT es la herramienta más utilizada, principalmente para redacción, búsqueda de información y síntesis de contenidos. Los estudiantes reconocen beneficios en agilidad y apoyo al aprendizaje, pero reportan tensiones entre la comodidad que ofrece la IA y el desarrollo de su propia voz creativa. Los docentes expresan preocupaciones centradas en el plagio, la veracidad informativa y la erosión del pensamiento crítico. El estudio concluye que la adopción de estas herramientas en la formación comunicativa requiere lineamientos institucionales claros, formación ética explícita y una pedagogía que integre críticamente la IA en lugar de ignorarla o prohibirla.
This study examines the use of generative artificial intelligence tools among students of the Social Communication and Journalism program at Universidad de Manizales, as well as faculty perceptions regarding the pedagogical and ethical implications of such use. The research adopted a qualitative-interpretive approach with an institutional case study design. Open-ended questionnaires were administered to 18 students, and semi-structured interviews were conducted with 3 faculty members, selected through purposive sampling. Data were analyzed through thematic categorization and source triangulation. Findings indicate that ChatGPT is the most widely used tool, primarily for writing support, information retrieval, and content summarization. Students acknowledge benefits in terms of agility and learning support, but report tensions between the convenience offered by AI and the development of their own creative voice. Faculty members express concerns centered on plagiarism, information accuracy, and the erosion of critical thinking. The study concludes that the adoption of these tools in communication education requires clear institutional guidelines, explicit ethical training, and a pedagogy that critically integrates AI rather than ignoring or prohibiting it.
This study examines the use of generative artificial intelligence tools among students of the Social Communication and Journalism program at Universidad de Manizales, as well as faculty perceptions regarding the pedagogical and ethical implications of such use. The research adopted a qualitative-interpretive approach with an institutional case study design. Open-ended questionnaires were administered to 18 students, and semi-structured interviews were conducted with 3 faculty members, selected through purposive sampling. Data were analyzed through thematic categorization and source triangulation. Findings indicate that ChatGPT is the most widely used tool, primarily for writing support, information retrieval, and content summarization. Students acknowledge benefits in terms of agility and learning support, but report tensions between the convenience offered by AI and the development of their own creative voice. Faculty members express concerns centered on plagiarism, information accuracy, and the erosion of critical thinking. The study concludes that the adoption of these tools in communication education requires clear institutional guidelines, explicit ethical training, and a pedagogy that critically integrates AI rather than ignoring or prohibiting it.
Descripción
Palabras clave
Inteligencia artificial generativa, Modelos de lenguaje, Desarrollo informático, Formación periodística, Comunicación social
