Impact of Generative Artificial Intelligence Tools in Distance Higher Education

Ricra-Mayorca J.M.; Bazan-Pizarro V.H. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2024) · DOI: 10.18687/leird2024.1.1.733

Resumen

The present study evaluates the impact of the use of generative artificial intelligence tools in the teaching-learning process in a distance higher education environment, focusing on a higher education institution. Through a non-experimental and descriptive design, data were collected from 215 students on their perception of the use of these tools in five key dimensions: effective use of AI tools, student AI proficiency, faculty AI proficiency, and advanced AI competencies. The results indicate widespread and positive adoption of these technologies, with 87.5% of students at medium and high levels of use. However, areas for improvement were identified, especially in technological competence in the advanced use of ChatGPT and in the continuous training of both students and teachers. The study also highlights the specific impact of AI on students participating in remote education environments, highlighting how these tools allow them to manage their learning more autonomously, improve their motivation and face the challenges of distance education with greater flexibility and effectiveness.