Mapeo de las corrientes de investigación sobre Chat GPT aplicadas a la educación

  1. Román-Graván, Pedro 1
  2. Mena-Guacas, Andrés-Felipe 2
  3. Fernández-Márquez, Esther 3
  4. López-Meneses, Eloy 3
  1. 1 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  2. 2 Universidad Cooperativa de Colombia
    info

    Universidad Cooperativa de Colombia

    Bogotá, Colombia

    ROR https://ror.org/04td15k45

  3. 3 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

Show affiliations +
Journal:
Revista Interuniversitaria de Investigación en Tecnología Educativa

ISSN: 2529-9638

Year of publication: 2024

Issue: 16

Pages: 140-156

Type: Article

DOI: 10.6018/RIITE.590421 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista Interuniversitaria de Investigación en Tecnología Educativa

Abstract

Artificial Intelligence (AI) is one of the most revolutionary technologies of our time and its application in education has been the subject of study and research for relatively few years. AI offers and will offer great potential to improve the quality and efficiency of education, and its impact on teaching and learning is increasingly evident. This study provides valuable and interesting findings for those in Institutes and Universities, and policymaking seeking to incorporate artificial intelligence, especially Chat GPT, into education. Through a bibliometric analysis of scientific works published and indexed in the SCOPUS database, 317 publications on Chat GPT have been analyzed, filtering by their publication in the field of Social Sciences and in the Arts and Humanities, between the 1.078 existing in the different fields of study. The results show that it is a field of study in constant expansion and growth. Its use in areas such as teaching, ethics and machine translation stands out for its adaptability, as well as its significant impact in educational environments.

Bibliographic References

  • Bishop, C. M. (2006). Pattern recognition and machine learning. Springer.
  • Carr, N. (2008). Is Google making us stupid?. The Atlantic, 301(1), 56-63. http://bit.ly/3U4A1It
  • Carrasco-Rodríguez, A. (2023). Reinventando la enseñanza de la Historia Moderna en Secundaria: la utilización de Chat GPT para potenciar el aprendizaje y la innovación docente. Studia Historica: Historia Moderna, 45(1), 101-145. https://doi.org/10.14201/shhmo2023451101146
  • Daily, M., Medasani, S., Behringer, R., y Trivedi, M. (2017). Self-driving cars. Computer, 50(12), 18-23. https://doi.org/10.1109/MC.2017.4451204
  • De Pablos Coello J. M., Mateos Martín C. y Túñez López M. (2014). Google cambia el paradigma de la métrica científica. Historia y Comunicación Social, 18, 225-235. https://doi.org/10.5209/rev_HICS.2013.v18.44327
  • Goodfellow, I., Bengio, Y., y Courville, A. (2016). Deep learning. MIT Press.
  • Hillis, K., Petit, M y Jarrett, K. (2012). Google and the culture of search. Routledge. https://doi.org/10.4324/9780203846261
  • Jarquín Ramírez, M. R., y Díez Gutiérrez, E. J. (2022). Google en Iberoamérica: expansión corporativa y capitalismo digital en educación. Revista Española de Educación Comparada, 42, 240-260. https://doi.org/10.5944/reec.42.2023.34322
  • Kotler, P., Hermawan Kartajaya, H., y Setiawan, I. (2022). Marketing 5.0: Tecnología para la humanidad. Almuzara.
  • Lagares-Rodríguez, J. A., Vázquez-Cano, E., Díaz-Díaz, N. y López-Meneses. E. (2022). Inteligencia artificial y formación docente en ecologías de aprendizaje. Dykinson.
  • Lopezosa, C., Codina, L., Pont-Sorribes, C., y Vállez, M. (2023). Uso de la inteligencia artificial generativa en la formación de los periodistas: desafíos, usos y propuesta formativa. Profesional de la información, 32(4). https://doi.org/10.3145/epi.2023.jul.08
  • Markov, A. (2006). An example of statistical investigation of the text eugene onegin concerning the connection of samples in chains. Science in Context, 19(4), 591-600. https://doi.org/10.1017/S0269889706001074
  • Martínez-Comesaña, M., Rigueira-Díaz, X., Larrañaga-Janeiro, A., Martínez-Torres, J., Ocarranza-Prado, I., y Kreibel, D. (2023). Impacto de la inteligencia artificial en los métodos de evaluación en la educación primaria y secundaria: revisión sistemática de la literatura. Revista de Psicodidáctica, 28(2), 93-103. https://doi.org/10.1016/j.psicod.2023.06.001
  • Márquez, J. (2022). EEUU lidera en inteligencia artificial y China no quiere quedarse atrás: Europa está en una situación muy distinta. Recuperado de https://bit.ly/408t8ZE
  • Muñoz-Basols, J., Neville, C., Lafford, B. A., y Godev, C. (2023). Potentialities of applied translation for language learning in the era of artificial intelligence. Hispania, 106(2), 171-194. https://doi.org/10.1353/hpn.2023.a899427
  • Murati, E (2022). Language & coding creativity. Daedalus, 151(2), 156-167. https://doi.org/10.1162/daed_a_01907
  • PWC (2018). Bots, machine learning, servicios cognitivos, realidad y perspectivas de la Inteligencia Artificial en España. https://www.pwc.es/es/publicaciones/tecnologia/assets/pwc-ia-en-espana-2018.pdf
  • Rincón, J., y Vila, M. (2021). Modelo predictivo multivariable en tiempo real para predecir el desempeño de los estudiantes, en programas virtuales de posgrado, empleando inteligencia artificial. American Journal of Distance Education, 35(4), 307-328. https://doi.org/10.1080/08923647.2021.1954839
  • Self, M., y Cheeseman, P. (2013). Bayesian prediction for artificial intelligence. Proceedings of the Third Conference on Uncertainty in Artificial Intelligence (UAI1987). https://doi.org/10.48550/arXiv.1304.2717
  • Sison, A. J. G., Daza, M. T., Gozalo-Brizuela, R., y Garrido-Merchán, E. C. (2023). Chat GPT: More than a weapon of mass deception, ethical challenges and responses from the human-Centered artificial intelligence (HCAI) perspective. International Journal of Human–Computer Interaction. https://doi.org/10.1080/10447318.2023.2225931
  • Tirado-Olivares S., Navío-Inglés M., O’Connor-Jiménez P., Cózar-Gutiérrez R. (2023). From human to machine: investigating the effectiveness of the conversational ai chat gpt in historical thinking. Education Sciences, 13(8), 803. https://doi.org/10.3390/educsci13080803
  • Vázquez-Cano, E., Mengual-Andrés, S. y López-Meneses, E. (2021). Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments. International Journal of Educational Technology in Higher Education, 18, 33, 1-20. https://doi.org/10.1186/s41239-021-00269-8
  • Vázquez-Cano, E., Ramírez-Hurtado, J. M., Sáez-López, J. M., y López-Meneses, E. (2023). Chat GPT: The brightest student in the class. Thinking Skills and Creativity, 49, 101380. https://doi.org/10.1016/j.tsc.2023.101380
  • Van Dijck, J. (2013). The culture of connectivity: A critical history of social media. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199970773.001.0001
Data source: Dialnet