<?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>S2007-74672025000100147</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i30.2310</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de inteligencia artificial en estudiantes de pregrado: aprendizaje basado en preguntas]]></article-title>
<article-title xml:lang="en"><![CDATA[Use of artificial intelligence in undergraduate students: question-based learning]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uso de inteligência artificial em alunos de graduação: aprendizagem baseada em investigação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roque Rodriguez]]></surname>
<given-names><![CDATA[Ernesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roque Ramos]]></surname>
<given-names><![CDATA[Ernesto Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de Lagos de Moreno ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Valle de Atemajac  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000100147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio examina el uso de la inteligencia artificial entre estudiantes universitarios, centrándose en los beneficios, los desafíos y las preferencias tecnológicas. Utilizando un enfoque cuantitativo, revisión de la literatura y una encuesta a 127 estudiantes de una universidad privada en Guadalajara, Jalisco, México, el análisis encontró que el 99% de los estudiantes la utiliza, principalmente dos a tres veces por semana. Las motivaciones incluyen el fácil acceso, el ahorro de tiempo, la rápida recuperación de información y una mejor comprensión. Los ordenadores portátiles (79%) y los teléfonos celulares (58%) son los dispositivos preferidos, siendo ChatGPT, Copilot y Gemini las herramientas más populares. Los beneficios incluyen aprendizaje personalizado, retroalimentación inmediata y adaptabilidad. Sin embargo, los desafíos incluyen información poco confiable, explicaciones complejas, problemas de precisión, fallas lógicas, falta de personalización y citas faltantes. A pesar de estos desafíos, el estudio concluye que mejora el aprendizaje de pregrado y recomienda su incorporación como herramienta educativa complementaria. Posibles implicaciones prácticas ¿cómo incorporar la inteligencia artificial como herramienta en las planeaciones didácticas?]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study examines the use of artificial intelligence among college students, focusing on benefits, challenges, and technological preferences. Using a quantitative approach, literature review, and a survey of 127 students at a private university in Guadalajara, Jalisco, Mexico, the study found that 99% of students use it, primarily two to three times a week. Motivation includes easy access, time savings, rapid information retrieval, and better understanding. Laptop computers (79%) and mobile phones (58%) are the preferred devices, with ChatGPT, Copilot, and Gemini being the most popular tools. Benefits include personalized learning, immediate feedback, and adaptability. However, challenges include unreliable information, complex explanations, accuracy issues, logical flaws, lack of customization, and missing citations. Despite these challenges, the study concludes that it improves undergraduate learning and recommends its incorporation as a complementary educational tool to enhance undergraduate learning outcomes. Possible practical implications: how to incorporate artificial intelligence as a tool in teaching plans?]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo examina o uso de inteligência artificial entre estudantes universitários, com foco em benefícios, desafios e preferências tecnológicas. Usando uma abordagem quantitativa, revisão de literatura e uma pesquisa com 127 alunos de uma universidade privada em Guadalajara, Jalisco, México, a análise descobriu que 99% dos alunos usam o aplicativo, principalmente de duas a três vezes por semana. As motivações incluem fácil acesso, economia de tempo, rápida recuperação de informações e melhor compreensão. Laptops (79%) e celulares (58%) são os dispositivos preferidos, com ChatGPT, Copilot e Gemini sendo as ferramentas mais populares. Os benefícios incluem aprendizagem personalizada, feedback imediato e adaptabilidade. No entanto, os desafios incluem informações não confiáveis, explicações complexas, problemas de precisão, falhas lógicas, falta de personalização e citações ausentes. Apesar desses desafios, o estudo conclui que ele melhora o aprendizado de graduação e recomenda sua incorporação como uma ferramenta educacional complementar. Possíveis implicações práticas: como incorporar a inteligência artificial como ferramenta no planejamento de ensino?]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje basado en preguntas]]></kwd>
<kwd lng="es"><![CDATA[pregrado]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías de la Información y la Comunicación]]></kwd>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[question-based learning]]></kwd>
<kwd lng="en"><![CDATA[undergraduate]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[Information and Communication Technologies]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência artificial]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem baseada em investigação]]></kwd>
<kwd lng="pt"><![CDATA[graduação]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias de Informação e Comunicação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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