<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672024000100628</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i28.1830</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Perspectiva de estudiantes de nivel medio superior respecto al uso de la inteligencia artificial generativa en su aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Perspective of high school students regarding the use of generative artificial intelligence in their learning]]></article-title>
<article-title xml:lang="pt"><![CDATA[Perspectiva de estudantes do ensino médio quanto ao uso da inteligência artificial generativa em sua aprendizagem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alpizar Garrido]]></surname>
<given-names><![CDATA[Luis Octavio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Ruiz]]></surname>
<given-names><![CDATA[Héctor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<numero>28</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000100628&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000100628&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000100628&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente trabajo tiene por objetivo documentar la percepción de estudiantes de nivel medio superior hacia el uso de la inteligencia artificial generativa en el aula con la intención de favorecer su aprendizaje. Para ello, en este estudio, se analizaron datos sobre su impacto en el proceso de aprendizaje en nivel medio superior, y se consideraron aspectos como la motivación, la creatividad y el pensamiento crítico. El método utilizado fue de tipo descriptivo, con un enfoque cuantitativo. Los resultados indican que los estudiantes valoran el uso de herramientas innovadoras al recibir sus clases, ya que desarrollan una comprensión más profunda de los temas. De hecho, el 73.4% de los estudiantes considera positiva o muy positiva su experiencia en el uso de herramientas de inteligencia artificial. Entre los beneficios que reconocen del uso de esta tecnología se encuentran que les brinda información adicional e innovadora sobre un tema buscado (52.63%), les explica de manera sencilla y clara (20.55%) y estimula su formación escolar de forma personalizada (26.31%). Se destacan las posibilidades que brinda el uso en las sesiones de clase y se sugieren direcciones futuras para la investigación en este campo. De igual forma, se discuten los desafíos asociados con la implementación de la inteligencia artificial generativa y se considera una estrategia relevante para transformar los entornos de aprendizaje, la cual debe abordarse de manera reflexiva e incremental con atención a las particularidades de cada contexto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this paper is to document the perception of high school students towards the use of generative artificial intelligence in the classroom with the intention of favoring their learning. In this study, data on its impact on the learning process in high school were analyzed, considering aspects such as motivation, creativity and critical thinking. The method used was descriptive and with a quantitative approach. The results indicate that students value the use of innovative tools when receiving their classes, since they develop a deeper understanding of the topics. Some 73.4% of the students consider their experience in the use of artificial intelligence tools to be positive or very positive. Among the benefits they recognize from the use of artificial intelligence are: that it provides them with additional and innovative information about a topic (52.63%), that it explains it in a simple and clear way (20.55%) and that it stimulates their school education in a personalized way (26.31%). The possibilities offered by its use in classroom sessions are highlighted and future directions for research in this field are suggested. Similarly, the challenges associated with the implementation of generative artificial intelligence are discussed and it is considered a relevant strategy for transforming learning environments, which should be approached in a reflective and incremental manner, with attention to the particularities of each context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste trabalho é documentar a perceção dos alunos do ensino secundário relativamente à utilização da inteligência artificial generativa na sala de aula, com a intenção de favorecer a sua aprendizagem. Neste estudo, analisámos dados sobre o seu impacto no processo de aprendizagem no ensino secundário, considerando aspectos como a motivação, a criatividade e o pensamento crítico. O método utilizado foi descritivo e com uma abordagem quantitativa. Os resultados indicam que os alunos valorizam a utilização de ferramentas inovadoras na receção das aulas, uma vez que desenvolvem uma compreensão mais profunda das matérias. 73,4% dos alunos consideram positiva ou muito positiva sua experiência no uso de ferramentas de inteligência artificial. Entre os benefícios que reconhecem da utilização da inteligência artificial estão: o facto de lhes fornecer informação adicional e inovadora sobre um determinado tópico (52,63%), o facto de a explicar de forma simples e clara (20,55%) e o facto de estimular a sua educação escolar de forma personalizada (26,31%). São destacadas as possibilidades oferecidas pela utilização em sessões de sala de aula e são sugeridas direcções futuras para a investigação neste domínio. De igual modo, são discutidos os desafios associados à implementação da inteligência artificial generativa, sendo considerada uma estratégia relevante para a transformação dos ambientes de aprendizagem, que deve ser abordada de forma reflexiva e incremental, com atenção às particularidades de cada contexto.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="pt"><![CDATA[inteligência artificial]]></kwd>
<kwd lng="pt"><![CDATA[tecnología]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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