Investigación

ChatGPT y educación: Una revisión sistemáticapicture_as_pdf

ChatGPT and Education: A Systematic Review

Daniel Pattier

https://orcid.org/0000-0003-3426-922X

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Resumen

Con el objetivo de establecer un marco teórico basado en evidencias sobre el uso de ChatGPT en el ámbito educativo se presenta una revisión sistemática con metodología PRISMA. En el estudio se incluyen artículos científicos sobre la temática publicados en SCOPUS hasta octubre de 2023 obteniendo una muestra final de 58 publicaciones. Los resultados determinan ventajas y desventajas de dicha herramienta en educación, factores clave, y experiencias educativas de éxito. En conclusión, la investigación subraya la imperiosa necesidad de fomentar una cultura de adaptabilidad y conciencia ética para garantizar la asimilación efectiva de tecnologías transformadoras como ChatGPT en las prácticas educativas. Más allá, se aboga por la implementación de mecanismos robustos para la reflexión crítica, la supervisión regulatoria y la formación ética, dirigidos tanto a educadores como a estudiantes. La limitación del estudio recae en ser una temática incipiente y muy productiva. Este artículo ofrece implicaciones importantes en la utilización de ChatGPT y aplicaciones similares en educación.

Palabras clave: inteligencia artificial, ChatGPT, educación, revisión de la literatura, revisión sistemática, usos de la tecnología en educación

Abstract

With the aim of establishing an evidence-based theoretical framework on the use of ChatGPT in the educational field, this paper presents a systematic review following the PRISMA methodology. The study includes scientific articles on the subject published in SCOPUS up until October 2023, resulting in a final sample of 58 publications. The findings highlight the advantages and disadvantages of this tool in education, key factors, and successful educational experiences. In conclusion, the research underscores the pressing need to foster a culture of adaptability and ethical awareness to ensure the effective integration of transformative technologies like ChatGPT into educational practices. Furthermore, it advocates for the implementation of robust mechanisms for critical reflection, regulatory oversight, and ethical training, directed towards both educators and students. The limitation of this study lies in the fact that it addresses an emerging and rapidly evolving topic. This paper offers important implications for the use of ChatGPT and similar applications in education.

keyWords : artificial intelligence, ChatGPT, education, literature reviews, systematic review, technology uses in education

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