Modelos andragógicos mediados por inteligencia artificial en el acompañamiento pedagógico universitario
DOI:
https://doi.org/10.5281/zenodo.18273906Palavras-chave:
andragogía, tecnología educativa, aprendizaje autónomo, educación superior, innovación docente, tutorización digitalResumo
Determinar el impacto de los modelos andragógicos apoyados por inteligencia artificial en la mejora del acompañamiento pedagógico universitario. Estudio cuantitativo explicativo con diseño cuasiexperimental, pretest-postest y grupo control. Colaboraron 120 estudiantes (60 grupo experimental, 60 grupo control) de pregrado de ciencias sociales y humanidades de universidades privadas de Lima Norte, escogidos de una población de 847, con margen de error del ±8.9% al 95% de confianza. Se aplicó un modelo andragógico mediado por IA conversacional, valorando rendimiento académico, autonomía de aprendizaje y satisfacción estudiantil a través de instrumentos validados. Se demostró progresos significativos en el grupo experimental, con un aumento del 23% en el rendimiento académico (p<0.001) y del 31% en la percepción de autonomía de aprendizaje (p<0.001). La discusión reveló que la mediación tecnológica fortalece los principios andragógicos de autodirección y experiencia previa, aunque persisten desafíos en la alfabetización digital docente. Los modelos andragógicos mediados por IA son una opción viable para democratizar el acompañamiento pedagógico universitario, especialmente en escenarios de expansión educativa. El aporte científico reside en la proposición de un marco teórico-metodológico que articula andragogía e inteligencia artificial efectuada a la educación superior.
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