Inteligencia artificial y habilidades investigativas en estudiantes de educación superior: revisión sistemática 2022–2026
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https://doi.org/10.47606/ACVEN/PH0531Palabras clave:
inteligencia artificial, habilidades investigativas, educación superior, ética, revisión sistemática.Resumen
La presente revision sistematica examino el impacto del uso de herramientas de inteligencia artificial en el desarrollo de habilidades investigativas de estudiantes de educacion superior, contrastandolo con el de los metodos tradicionales, durante el periodo 2022-2026. Bajo el protocolo PRISMA 2020 con un enfoque de overview of reviews, la busqueda se desarrollo en Scopus, WoS y Google Scholar, donde se identificaron 2976 registros. Tras las fases de cribado y elegibilidad, la sintesis cualitativa incorporo 60 estudios (46 primarios y 14 secundarios) procedentes de cuatro continentes. La evaluacion del riesgo de sesgo empleo AMSTAR-2 para las revisiones secundarias y MMAT para los estudios primarios. La concordancia entre codificadores alcanzo k = 0.84. El analisis tematico arrojo 5 categorias: la IA como potenciadora de habilidades investigativas, la IA como riesgo cognitivo y etico, la mediacion pedagogica y formacion docente, los contextos institucionales de regulacion, y la produccion y comunicacion cientifica. Los resultados revelaron que el efecto de la IA sobre las habilidades investigativas no es intrinseco a la herramienta, pues depende de la calidad de la mediacion docente y de los marcos institucionales de regulacion. La comparacion entre la IA con y sin acompanamiento pedagogico, frente a los metodos tradicionales, evidencio que la mediacion transforma la IA en un andamiaje que potencia el pensamiento analitico. Su ausencia favorece la dependencia algoritmica y compromete la integridad academica.
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Derechos de autor 2026 Ponce de León Castillo, Carmen Rosa , Huaranca Romero, Washington Rubén , Cáceres Macedo, Lilian Maritza , Gonzales Velásquez, Eduardo Abrahan , Reyes, Víctor Manuel
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