Inteligencia artificial en educación superior: integridad académica y nuevas formas de escritura
DOI:
https://doi.org/10.33010/ie_rie_rediech.v16i0.2225Palabras clave:
expresión escrita, inteligencia artificial, alfabetización académica, enseñanza superior, ChatGPTResumen
Este artículo tiene como objetivo analizar el uso de la inteligencia artificial (IA) en el ámbito universitario, prestando atención a cómo el estudiantado integra esta tecnología en las distintas fases del proceso de escritura y su relación con la deshonestidad académica. Se adoptó un diseño de métodos mixtos que combina estadística descriptiva, un estudio correlacional y el análisis temático de preguntas abiertas. Se aplicó un instrumento a una muestra probabilística de 389 participantes de la Universidad Pedagógica Nacional. En el proceso de escritura, la IA se utiliza sobre todo en la fase de planificación y obtención de datos, pero se desaprovecha en la revisión y la retroalimentación. Los participantes entienden la deshonestidad, principalmente, como la elaboración de trabajos completos con IA, y el 53.7% admite haberla empleado, por lo menos una vez, de manera deshonesta en sus trabajos escritos. Se observa una correlación negativa moderada (Rho = –0.33, p-value < 0.001) entre las estrategias de escritura y la deshonestidad académica, indicando que aquellos con menos habilidades de escritura son más propensos a actos deshonestos. Esta investigación demuestra que la IA está transformado profundamente el proceso de escritura y representa un reto a la integridad académica.
Citas
Baldrich, D. K., y Domínguez-Oller, J. C. (2024). The use of ChatGPT in academic writing: A case study in education. Pixel-Bit. Revista de Medios y Educación, 71, 1-17. https://doi.org/10.12795/pixelbit.103527
Banihashem, S. K., Kerman, N. T., Noroozi, O., Moon, J., y Drachsler, H. (2024). Feedback sources in essay writing: Peer-generated or AI-generated feedback? International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00455-4
Bañales Faz, G., Castelló Badía, M., y Vega López, N. A. (2016). Enseñar a leer y escribir en la educación superior. Propuestas educativas basadas en la investigación. Universidad Autónoma de Tamaulipas/Fundación SM.
Barrett, A., y Pack, A. (2023). Not quite eye to A.I.: Student and teacher perspectives on the use of generative artificial intelligence in the writing process. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00427-0
Benavides-Lara, M. A., Rendón-Cazales, V. J., Escalante-Rivas, N., Martínez-Hernández, A. M. del P., y Sánchez-Mendiola, M. (2025). Presencia y uso de la inteligencia artificial generativa en la Universidad Nacional Autónoma de México. Revista Digital Universitaria, 26(1), 1-16. https://doi.org/10.22201/ceide.16076079e.2025.26.1.10
Bishop, L. (2023, ene. 27). A computer wrote this paper: What ChatGPT means for education, research, and writing. SSRN. http://dx.doi.org/10.2139/ssrn.4338981
Briggs, J., y Kodnani, D. (2023, mar. 24). The potentially large effects of Artificial Intelligence on economic growth (Briggs/Kodnani). Goldman Sachs. https://www.gspublishing.com/content/research/en/reports/2023/03/27/d64e052b-0f6e-45d7-967b-d7be35fabd16.html
Cassany, D. (2016). La cocina de la escritura. Anagrama.
Castelló, M. (2014). Los retos actuales de la alfabetización académica: estado de la cuestión y últimas investigaciones. Enunciación, 19(2), 346-365. https://doi.org/10.14483/10.14483/udistrital.jour.enunc.2014.2.a13
Castelló, M., Bañales Faz, G., y Vega López, N. A. (2010). Enfoques en la investigación de la regulación de la escritura académica: estado de la cuestión. Electronic Journal of Research in Educational Psychology, 8(3), 1253-1282. http://www.redalyc.org/articulo.oa?id=293122000015
Consuegra-Fernández, M., Sanz-Aznar, J., Burguera-Serra, J. G., y Caballero Molina, J. J. (2024). ChatGPT: The dilemma of the authorship of graded assignments in higher-education. Revista de Investigacion Educativa, 42(2). https://doi.org/10.6018/rie.565391
Cotton, D. R. E., Cotton, P. A., y Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148
Črček, N., y Patekar, J. (2023). Writing with AI: University students’ use of ChatGPT. Journal of Language and Education, 9(4), 128-138. https://doi.org/10.17323/jle.2023.17379
Creswell, J., y Plano Clark, V. (2018). Designing and conducting mixed methods research. Sage.
Dzieza, J. (2022, jul. 20). The great fiction of AI. The strange world of high-speed semi-automated genre fiction. The Verge. https://www.theverge.com/c/23194235/ai-fiction-writing-amazon-kindle-sudowrite-jasper
Escalante, J., Pack, A., y Barrett, A. (2023). AI-generated feedback on writing: Insights into efficacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00425-2
Golan, R., Reddy, R., Muthigi, A., y Ramasamy, R. (2023). Artificial intelligence in academic writing: A paradigm-shifting technological advance. Nature Reviews Urology, 20(6), 327-328. https://doi.org/10.1038/s41585-023-00746-x
Gozalo-Brizuela, R., y Garrido-Merchán, E. C. (2023). A survey of Generative AI applications. arXiv. http://arxiv.org/abs/2306.02781
Grimaldi, G., y Ehrler, B. (2023). AI et al.: Machines are about to change scientific publishing forever. ACS Energy Letters, 8(1), 878-880. https://doi.org/10.1021/acsenergylett.2c02828
Gustilo, L., Ong, E., y Lapinid, M. R. (2024). Algorithmically-driven writing and academic integrity: Exploring educators’ practices, perceptions, and policies in AI era. International Journal for Educational Integrity, 20(1). https://doi.org/10.1007/s40979-024-00153-8
Gutiérrez, J. D. (2023). Lineamientos para el uso de inteligencia artificial en contextos universitarios (v 5.0). GIGAPP Estudios Working Papers, 10(272), 416-434. https://www.gigapp.org/ewp/index.php/GIGAPP-EWP/article/view/331
Harris, K., y Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Brookline.
Harris, K., y Graham, S. (2009). Self-regulated strategy development in writing: Premises, evolution, and the future. British Journal of Educational Psychology, 2(6), 113-135. https://doi.org/10.1348/978185409x422542
Hayes, J., Flower, L., Schriver, K., Stratman, J., y Carey, L. (1987). Cognitive processes in revision. En S. Rosenberg (ed.), Advances in applied in psycholinguistics (vol. 2, pp. 176-240). Cambridge University Press.
Helm, G., y Hesse, F. (2024). Usage and beliefs of student teachers towards artificial intelligence in writing. Research in Subject-Matter Teaching and Learning (RISTAL), 7(1), 1-18. https://doi.org/10.2478/ristal-2024-0001
Hsiao, Y. P., Klijn, N., y Chiu, M. S. (2023). Developing a framework to re-design writing assignment assessment for the era of Large Language Models. Learning: Research and Practice, 9(2), 148-158. https://doi.org/10.1080/23735082.2023.2257234
Hutson, M. (2022, oct. 31). Could AI help you to write your next paper? Nature, 611, 192-193. https://www.nature.com/articles/d41586-022-03479-w
Imran, M., y Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4). https://doi.org/10.30935/cedtech/13605
Johnson, R., y Onwuegbuzie, A. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26. http://www.jstor.org/stable/3700093
Laupichler, M. C., Aster, A., Schirch, J., y Raupach, T. (2022). Artificial intelligence literacy in higher and adult education: A scoping literature review. En Computers and Education: Artificial Intelligence, 3, 100101. https://doi.org/10.1016/j.caeai.2022.100101
Law, L. (2024). Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Computers and Education Open, 6, 100174. https://doi.org/10.1016/j.caeo.2024.100174
Levine, S., Beck, S. W., Mah, C., Phalen, L., y Pittman, J. (2024). How do students use ChatGPT as a writing support? Journal of Adolescent & Adult Literacy, 68(5), 445-457. https://doi.org/10.1002/jaal.1373
Luther, T., Kimmerle, J., y Cress, U. (2024). Teaming up with an AI: Exploring human–AI collaboration in a writing scenario with ChatGPT. AI, 5(3), 1357-1376. https://doi.org/10.3390/ai5030065
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., y Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2. https://doi.org/10.1016/j.caeai.2021.100041
Niloy, A. C., Akter, S., Sultana, N., Sultana, J., y Rahman, S. I. U. (2024). Is Chatgpt a menace for creative writing ability? An experiment. Journal of Computer Assisted Learning, 40(2), 919-930. https://doi.org/10.1111/jcal.12929
OpenAI (2024, mayo 30). Introducing ChatGPT Edu. An affordable offering for universities to responsibly bring AI to campus. https://openai.com/index/introducing-chatgpt-edu/
Padilla Partida, S. (2018). Teachers trainner’s uses and attitudes before ICT. Between the advisible and the reality of classrooms. Apertura, 10(1), 132-148. https://doi.org/10.32870/ap.v10n1.1107
Park, S. H. (2023). Use of generative Artificial Intelligence, including large language models such as ChatGPT, in scientific publications: Policies of KJR and prominent authorities. Korean Journal of Radiology, 24(8), 715-718. https://doi.org/10.3348/kjr.2023.0643
Punar Özçelik, N., y Yangin Ekşi, G. (2024). Cultivating writing skills: The role of ChatGPT as a learning assistant—a case study. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00296-8
Salvagno, M., Taccone, F. S., y Gerli, A. G. (2023). Can artificial intelligence help for scientific writing? Critical Care, 27(1), 1-5. https://doi.org/10.1186/s13054-023-04380-2
Santiago-Ruiz, E. (2023). Writing with ChatGPT in a context of educational inequality and digital divide. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 19(3), 28-38. http://ijedict.dec.uwi.edu/viewarticle.php?id=3268
Santiago-Ruiz, E. (2024). The incorporation of generative artificial intelligence in the research and writing practices of Mexican scientists. Yachana. Revista Científica, 13(2), 83-97. https://doi.org/10.62325/10.62325/yachana.v13.n2.2024.924
Sharples, M. (2022). Automated essay writing: An AIED opinion. International Journal of Artificial Intelligence in Education, 32(4), 1119-1126. https://doi.org/10.1007/s40593-022-00300-7
Shen-Berro, J. (2023, ene. 6). New York City schools blocked ChatGPT. Here’s what other large districts are doing. Chalkbeat. https://www.chalkbeat.org/2023/1/6/23543039/chatgpt-school-districts-ban-block-artificial-intelligence-open-ai
Stadler, M., Bannert, M., y Sailer, M. (2024). Cognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry. Computers in Human Behavior, 160. https://doi.org/10.1016/j.chb.2024.108386
Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., y Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students’ writing. Learning and Instruction, 91. https://doi.org/10.1016/j.learninstruc.2024.101894
Susnjak, T. (2022, dic. 19). ChatGPT: The end of online exam integrity? arXiv. https://arxiv.org/abs/2212.09292
Tec de Monterrey (s.f.). Lineamientos para el uso ético de la inteligencia artificial. https://tec.mx/es/integridad-academica/inteligencia-artificial
UNESCO [Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura] (2019). Beijing Consensus on Artificial Intelligence and Education.
UNESCO (2023). ChatGPT and Artificial Intelligence in higher education. Quick start guide.
Von Garrel, J., y Mayer, J. (2023). Artificial Intelligence in studies—use of ChatGPT and AI-based tools among students in Germany. Humanities and Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-02304-7
Waltzer, T., Pilegard, C., y Heyman, G. D. (2024). Can you spot the bot? Identifying AI-generated writing in college essays. International Journal for Educational Integrity, 20(1). https://doi.org/10.1007/s40979-024-00158-3
Wang, C. (2024a). Exploring students’ generative AI-assisted writing processes: Perceptions and experiences from native and nonnative English speakers. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-024-09744-3
Wang, Y. (2024b). Cognitive and sociocultural dynamics of self-regulated use of machine translation and generative AI tools in academic EFL writing. System, 126. https://doi.org/10.1016/j.system.2024.103505
Yan, D., y Zhang, S. (2024). L2 writer engagement with automated written corrective feedback provided by ChatGPT: A mixed-method multiple case study. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03543-y
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Eduardo Santiago Ruiz, Alfredo Gabriel Esteban Páramo Chávez
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
