Aplicacions, beneficis, reptes i àrees de desenvolupament en l'ús d'AI-chatbots a l'àmbit educatiu: Una revisió sistemàtica de la literatura.
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Entre les tecnologies que han irromput recentment en l’àmbit de l’educació destaquen els xatbots d’IA, (ex. Duolingo Bot, IBM Watson Tutor o, fins i tot, ChatGPT). El present estudi duu a terme una revisió sistemàtica de la literatura (RSL), seguint el protocol PRISMA, en què s’analitzen 47 articles recuperats de les bases de dades Web of Science i Scopus entre els anys 2016 i 2024. Els resultats permeten identificar un mapa conceptual amb quatre dimensions diferenciades (i catorze subdimensions) en l’ús dels xatbots d’IA en l’àmbit educatiu. A saber: 1) Contextos d'aplicació (Processos d'ensenyament-aprenentatge, Contextos de gestió i Contextos de recerca); 2) Beneficis existents (Per a l'estudiantat, Per al professorat, Per a la prestació de serveis administratius i Per als serveis de biblioteca); 3) Reptes actuals (Ètics, D'actitud de l'usuari, De programació i De supervisió i manteniment); i 4) Àrees de desenvolupament (Avanços tècnics, Proves d'usabilitat i Definició de codis ètics). Aquest estudi facilita, pel que fa a RSL prèvies, una visió plenament actualitzada de l'estat de l'art sobre la investigació sobre l'ús d'IA-Chatbots a l'àmbit educatiu. Però, sobretot, ofereix un mapa conceptual clar i ben definit de les dimensions crítiques que cal tenir en compte, identificant-ne tots els possibles contextos d'aplicació, els beneficis, els reptes presents, i les àrees pendents de desenvolupar; en un treball que convida docents, investigadors, serveis de gestió i organismes al càrrec del disseny de polítiques educatives, a reflexionar sobre les implicacions de l'ús d'aquestes tecnologies.
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Aquesta obra està sota una llicència internacional Creative Commons Reconeixement-NoComercial-SenseObraDerivada 4.0.
(c) Luis Matosas-López, Melchor Gómez-García, Moussa Boumadan, 2025
Drets d'autor
Digital Education Review (2013-9144) ofereix la possibilitat d'accedir al contingut lliurement i aquest es publica sota una llicència de Creative Commons de Reconeixement-NoComercial-SenseObraDerivada CC BY-NC-ND en la que tothom és lliure de copiar, distribuir i compartir el treball però cal reconèixer l'autoria, no fer-ne usos comercials ni transformar el treball original.Luis Matosas-López, Universidad Rey Juan Carlos
Luis Matosas-López ejerce su labor docente e investigadora en la Universidad Rey Juan Carlos (URJC). Sus investigaciones orbitan alrededor de dos líneas claramente definidas. Por un lado, el análisis de las implicaciones gerenciales del uso de la tecnología; por otro, el estudio del comportamiento organizacional. Sobre ambas cuestiones, Luis Matosas-López ha sido autor de diversas publicaciones en revistas indexadas en WOS y Scopus.
Entre sus publicaciones destacan numerosos artículos en revistas, del ámbito educativo, ampliamente reconocidas en España. Este el caso de publicaciones en: Revista Complutense de Educación (Q2), REICE - Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación (Q1), NAER - Journal of New Approaches in Educational Research (Q1), Psychology, Society & Education (Q2), Pixel-Bit - Revista de Medios y Educación (Q2), RIFOP - Revista Interuniversitaria de Formación del Profesorado (Q1), o IJERI - International Journal of Educational Research and Innovation (Q2).
Melchor Gómez-García, Universidad Autónoma de Madrid
Director del Master en TIC para Educación y Formación de la Universidad Autonoma de Madrid (UAM), Director de la Cátedra ERIA (Empleabilidad y Responsabilidad en IA) UAM-Founderz-Microsoft, y Director de la Cátedra en Tecnología Educativa, UAM-INTEL-Genially
Melchor Gómez-García es además director del grupo de investigación DIMTE de la UAM, y coordinador del grupo DIM-Madrid (Didáctica, Internet y Multimedia Madrid), en el que participan más de doscientos cincuenta profesionales educativos.
Ha publicado más de 50 artículos de investigación en revistas científicas indexadas en WOS y Scopus sobre el uso de las TIC en el aula y los elementos claves para el cambio y la mejora educativa a través de la tecnología.
Melchor Gómez-García ha desempeñado también diferentes cargos de gestión. Entre estos destacan los de Vicedecano de Estudios e Innovación Educativa (5 años) y Delegado del Rector para Docencia en Red e Innovación Docente (5 años) en la UAM, o el de Director del DISEI Diseño Innovación Software Educativo e Internet (3 años).
Moussa Boumadan, Universidad Autónoma de Madrid
Moussa Boumadan lleva a cabo su labor docente e investigadora en la Universidad Autónoma de Madrid (UAM).
Moussa Boumadan es profesor del Departamento de Pedagogía en la Facultad de Formación del Profesorado y Educación. Imparte docencia de TIC y educación en el Grado de Maestro de Educación Infantil y Primaria, y en el Máster de TIC en Educación y Formación de UAM, donde además es Coordinador de Prácticas Externas. Asimismo, también es docente de Contenidos Educativos Multimedia en el Máster de TIC para el Aprendizaje, en la Universidad Antonio de Nebrija.
Moussa Boumadan ha realizado también diferentes publicaciones sobre la utilización de la tecnología en contextos educativos en revistas indexadas en WOS y Scopus.
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