Agentes de IA como tutores virtuales: diseño y aplicación en la enseñanza secundaria
Resumen
Este artículo de reflexión analiza de manera crítica el papel de los agentes de Inteligencia Artificial (IA) configurados como tutores educativos en la enseñanza secundaria. Partiendo de una revisión rigurosa de metaanálisis, estudios de caso internacionales y literatura académica especializada, se exploran los fundamentos conceptuales de la tutoría inteligente y los modelos contemporáneos de pedagogía digital. Se examinan experiencias reales de aplicación de sistemas de tutoría inteligente (ITS), sus beneficios en términos de personalización del aprendizaje, retroalimentación inmediata, autonomía estudiantil y motivación intrínseca. Asimismo, se identifican desafíos éticos, tales como sesgos algorítmicos, riesgos de deshumanización de los procesos educativos y vulnerabilidades asociadas a la privacidad de los datos. Finalmente, se presentan orientaciones pedagógicas fundamentadas para la integración ética y eficaz de agentes IA en entornos escolares, subrayando la importancia de la formación docente, el diseño centrado en el estudiante y la evaluación continua del impacto educativo.
Recibido 22/07/2025 - Aceptado 12/09/2025
Palabras clave
Texto completo:
PDFReferencias
Anderson,J.R.,Corbett,A.T., Koedinger,K.R.,& Pelletier,R.(1995).Cognitive tutors:Lessons learned.The Journal of the Learning Sciences,4(2),167–207.https://doi.org/10.1207/s15327809jls0402_3
Baker,R.S.,& Yacef,K.(2009).The state of educational data mining in 2009:A review and future visions.Journal of Educational Data Mining,1(1),3–17.https://doi.org/10.5281/zenodo.3554659
Bienkowski,M.,Feng,M.,& Means,B.(2012).Enhancing teaching and learning through educational data mining and learning analytics:An issue brief.U.S.Department of Education.https://tech.ed.gov/files/2013/10/edmla-brief.pdf
Casey,B.J.,Jones,R.M.,&Hare,T.A.(2008).The adolescent brain.Annals of the New York Academy of Sciences,1124(1),111–126.https://doi.org/10.1196/annals.1440.010
Corbett,A.T.,& Anderson,J.R.(1995).Knowledge tracing:Modeling the acquisition of procedural knowledge.User Modeling and User-Adapted Interaction,4(4),253–278.https://doi.org/10.1007/BF01099821
Durlak,J.A.,Weissberg,R.P.,Dymnicki,A.B.,Taylor,R.D.,& Schellinger,K.B.(2011).The impact of enhancing students’social and emotional learning:A meta-analysis of school-based universal interventions.Development,82(1), https://doi.org/10.1111/j.14678624.2010.01564.x Child 405–432.
Eccles,J.S.,& Roeser,R.W.(2011).Schools as developmental contexts during adolescence.Journal of Research on Adolescence,21(1),225–241 https://doi.org/10.1111/j.15327795.2010.00725.x
Goel,A.,& Polepeddi,L.(2016).Jill Watson:A virtual teaching assistant for online education(Technical report).Georgia Institute of Technology.https://home.cc.gatech.edu/dil/uploads/226/JillWatson.pdf
Graesser,A.C.,Chipman,P.,Haynes,B.C.,& Olney,A.(2014).AutoTutor:An intelligent tutoring system with mixedinitiative dialogue.IEEE Transactions on Learning Technologies,4(4),274287.https://doi.org/10.1109/TLT.2010.10
Heffernan,N.T.,& Heffernan,C.L.(2014).The ASSISTments ecosystem:Building a platform that brings scientists and teachers together for minimally invasive research on human learning and teaching. International Journal of Artificial Intelligence in Education, 24(4), 470–497. https://doi.org/10.1007/s40593-0140024-x
Holstein,K.,Wortman Vaughan,J.,Daumé III,H.,Dudík,M.,& Wallach,H.(2019).Improving fairness in machine learning systems:What do industry practitioners need? Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, 1–16. https://doi.org/10.1145/3290605.3300830
Johnson,L.,Adams Becker,S.,Estrada,V.,& Freeman,A.(2014).NMC Horizon Report:2014 K–12 Edition.The New Media Consortium.
Luckin,R.,Holmes,W.,Griffiths,M.,& Forcier,L.B.(2016).Intelligence unleashed:An argument for AI in education.Pearson Education.https://www.pearson.com/content/dam/corporate/global/pearson-dotcom/files/innovation/IntelligenceUnleashed-Publication.pdf
Narciss,S.(2004).The impact of informative tutoring feedback and self-efficacy on learning outcomes.Learning and Instruction,14(1),1–26.https://doi.org/10.1016/j.learninstruc.2003.10.002
O’Neil,C.(2016).Weapons of Math Destruction:How Big Data Increases Inequality and Threatens Democracy.Crown.
Roll,I.,& Wylie,R.(2016).Evolution and revolution in AI in education.International Journal of Artificial Intelligence in Education,26(2),582599.https://doi.org/10.1007/s40593016-0106-z
Selwyn,N.(2019).Should robots replace teachers?AI and the future of education.Polity Press.
Steinberg,L.(2005).Cognitive and affective development in adolescence.Trends in Cognitive Sciences,9(2),69–74.https://doi.org/10.1016/j.tics.2004.12.005
Sweller,J.,Ayres,P.,& Kalyuga,S.(2011).Cognitive load theory.Springer.https://doi.org/10.1007/978-1-44198126-4
UNESCO.(2021).Recommendation on the ethics of artificial intelligence.UNESCO Publishing.https://unesdoc.unesco.org/ark:/48223/pf0000380455
VanLehn,K.(2011).The relative effectiveness of human tutoring,intelligent tutoring systems,and other tutoring systems.Educational Psychologist,46(4),197221.https://doi.org/10.1080/00461520.2011.611369
Woolf,B.P.(2009).Building intelligent interactive tutors:Student-centered strategies for revolutionizing elearning.Morgan Kaufmann.
Zimmerman,B.J.(2002).Becoming a self regulated learner:An overview.Theory Into Practice,41(2),64–70.https://doi.org/10.1207/s15430421tip4102_2
Enlaces refback
- No hay ningún enlace refback.
Todos los documentos publicados en esta revista se distribuyen bajo una
Licencia Creative Commons Atribución -No Comercial- Compartir Igual 4.0 Internacional.
Por lo que el envío, procesamiento y publicación de artículos en la revista es totalmente gratuito.