Actitud hacia el uso académico del ChatGPT de docentes en formación de República Dominicana
Date
Authors
Subject
actitud del alumno
ChatGPT
docente en formación
estudiante universitario
inteligencia artificial generativa
ChatGPT
college student
generative artificial intelligence
pre-service teachers
pupil attitude
ChatGPT
docente en formación
estudiante universitario
inteligencia artificial generativa
ChatGPT
college student
generative artificial intelligence
pre-service teachers
pupil attitude
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
Este artículo analiza la actitud hacia el uso académico del ChatGPT de docentes en formación de República Dominicana. Se administró un cuestionario en Google Forms, previamente validado estadísticamente y mediante juicio de expertos y pilotaje. El instrumento de 44 ítems se organizó en cuatro factores: beneficios referidos, desventajas referidas, prácticas de uso referidas y actitudes. La mayoría de los estudiantes tiene cuenta de ChatGPT y la ha usado para realizar trabajos académicos. Consideran que el ChatGPT proporciona asistencia personalizada e inmediata, mejora sus competencias, inteligencia y rendimiento. Tienen una actitud positiva hacia su uso como recurso pedagógico complementario. Sin embargo, el ChatGPT puede afectar el trabajo en equipo, la socialización, generar dependencia y propiciar prácticas académicas deshonestas. Las perspectivas estudiantiles podrían ayudar a educadores y diseñadores de políticas educativas a promover el uso ético, responsable, efectivo y regulado del ChatGPT en educación superior.
This paper aims to analyze the attitude towards the academic use of ChatGPT of pre-service teachers from the Dominican Republic. A questionnaire was administered in Google Forms, which was previously validated statistically, through expert judgment, and pilot testing. The 44-item instrument was organized into four factors: perceived benefits, perceived concerns, use practices, and attitudes. Most students have a ChatGPT account and have used it to do academic work. They consider that ChatGPT provides personalized and immediate assistance, improves their skills, intelligence, and performance. They have a positive attitude towards its use as a complementary pedagogical resource. However, ChatGPT can affect teamwork, socialization, generate dependency, and encourage dishonest academic practices. Student perspectives could help educators and educational policy makers promote the ethical, responsible, effective, and regulated use of ChatGPT in higher education.
This paper aims to analyze the attitude towards the academic use of ChatGPT of pre-service teachers from the Dominican Republic. A questionnaire was administered in Google Forms, which was previously validated statistically, through expert judgment, and pilot testing. The 44-item instrument was organized into four factors: perceived benefits, perceived concerns, use practices, and attitudes. Most students have a ChatGPT account and have used it to do academic work. They consider that ChatGPT provides personalized and immediate assistance, improves their skills, intelligence, and performance. They have a positive attitude towards its use as a complementary pedagogical resource. However, ChatGPT can affect teamwork, socialization, generate dependency, and encourage dishonest academic practices. Student perspectives could help educators and educational policy makers promote the ethical, responsible, effective, and regulated use of ChatGPT in higher education.
Description
Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
Source
Science and Education; Vol. 8 No. 2 (2024): Science and Education; 5-26
Ciencia y Educación; Vol. 8 Núm. 2 (2024): Ciencia y Educación; 5-26
2613-8808
2613-8794
10.22206/cyed.2024.v8i2
Ciencia y Educación; Vol. 8 Núm. 2 (2024): Ciencia y Educación; 5-26
2613-8808
2613-8794
10.22206/cyed.2024.v8i2