Impact of Artificial Intelligence on Higher Education in Peru: A Pre-experimental Study

Espinoza Vidaurre S.M.; Martinez Valdivia A.N.; Gambetta Quelopana R.L.; Nolasco-Mamani M.A.; Atencio Iturry I.E.; Velásquez Rodríguez N.C. · Lecture Notes in Networks and Systems (2025) · DOI: 10.1007/978-3-031-93109-3_39

Resumen

The present study set out to evaluate the impact of an educational intervention on artificial intelligence (AI) on the knowledge, skills and ethical considerations of architecture students. A descriptive methodology was employed, with a total sample of 319 students and a pre-experimental design that included an experimental group (n = 26) and a control group (n = 19). The experimental group participated in AI training, with a pre-test and post-test design used to measure the effect of the intervention, while the control group was only assessed with the pre-test. Statistical tests, including the Wilcoxon test, were used to analyse the differences between the pre- and post-intervention scores of the experimental group. The findings revealed a substantial enhancement in the experimental group’s AI knowledge following the intervention, accompanied by advancements in both technical proficiency and ethical considerations (p = 0.000). In contrast, the control group exhibited no significant alterations. The experimental group demonstrated a progression from the “Beginner” level to the “Expected Performance” and “Excellent Performance” levels, with a particularly noteworthy enhancement in the ethical dimension. The findings of this study underscore the efficacy of incorporating AI-related educational interventions into higher education curricula to enhance students’ technical aptitude and ethical reasoning capabilities. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Instituciones: Universidad Privada de Tacna; Universidad Católica Sedes Sapientiae