La nueva realidad de la educación ante los avances de la inteligencia artificial generativa

• Francisco José García-Peñalvo ^[1] ; Faraón Llorens-Largo ^[2] ; Javier Vidal ^[3]
  1. [1] Universidad de Salamanca

     Universidad de Salamanca

     Salamanca, España

     
  2. [2] Universitat d'Alacant

     Universitat d'Alacant

     Alicante, España

     
  3. [3] Universidad de León

     Universidad de León

     León, España

     

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• Localización: RIED: revista iberoamericana de educación a distancia, ISSN 1138-2783, Vol. 27, Nº 1, 2024 (Ejemplar dedicado a: Tendencias en la Educación Digital), págs. 9-39
• Idioma: español
• Títulos paralelos:
  • The new reality of education in the face of advances in generative artificial intelligence
• Enlaces
  • Texto completo
• Resumen
  • español

    Cada vez es más común interactuar con productos que parecen “inteligentes”, aunque quizás la etiqueta “inteligencia artificial” haya sido sustituida por otros eufemismos. Desde noviembre de 2022, con la aparición de la herramienta ChatGPT, ha habido un aumento exponencial en el uso de la inteligencia artificial en todos los ámbitos. Aunque ChatGPT es solo una de las muchas tecnologías generativas de inteligencia artificial, su impacto en los procesos de enseñanza y aprendizaje ha sido notable. Este artículo reflexiona sobre las ventajas, inconvenientes, potencialidades, límites y retos de las tecnologías generativas de inteligencia artificial en educación, con el objetivo de evitar los sesgos propios de las posiciones extremistas. Para ello, se ha llevado a cabo una revisión sistemática tanto de las herramientas como de la producción científica que ha surgido en los seis primeros meses desde la aparición de ChatGPT. La inteligencia artificial generativa es extremadamente potente y mejora a un ritmo acelerado, pero se basa en lenguajes de modelo de gran tamaño con una base probabilística, lo que significa que no tienen capacidad de razonamiento ni de comprensión y, por tanto, son susceptibles de contener fallos que necesitan ser contrastados. Por otro lado, muchos de los problemas asociados con estas tecnologías en contextos educativos ya existían antes de su aparición, pero ahora, debido a su potencia, no podemos ignorarlos solo queda asumir cuál será nuestra velocidad de respuesta para analizar e incorporar estas herramientas a nuestra práctica docente.

  • English

    It is increasingly common to interact with products that seem “intelligent”, although the label “artificial intelligence” may have been replaced by other euphemisms. Since November 2022, with the emergence of the ChatGPT tool, there has been an exponential increase in the use of artificial intelligence in all areas. Although ChatGPT is just one of many generative artificial intelligence technologies, its impact on teaching and learning processes has been significant. This article reflects on the advantages, disadvantages, potentials, limits, and challenges of generative artificial intelligence technologies in education to avoid the biases inherent in extremist positions. To this end, a systematic review has been carried out of both the tools and the scientific production that has emerged in the six months since the appearance of ChatGPT. Generative artificial intelligence is extremely powerful and improving at an accelerated pace, but it is based on large language models with a probabilistic basis, which means that they have no capacity for reasoning or comprehension and are therefore susceptible to containing errors that need to be contrasted. On the other hand, many of the problems associated with these technologies in educational contexts already existed before their appearance, but now, due to their power, we cannot ignore them, and we must assume what our speed of response will be to analyse and incorporate these tools into our teaching practice

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