Bibliometric study of the use of artificial intelligence in education
Article Sidebar
Main Article Content
Abstract
Artificial Intelligence has generated changes in several areas including industry and education. It is important that students learn, not only concepts, but also develop skills oriented to a better understanding and use of AI tools in the academic, professional, vocational and personal fields. To this end, educational institutions must be open to building adaptive plans by knowing what AI tools are available, in which groups they can be applied and their implementations. The general objective of the present research consists of a bibliometric review of the use of artificial intelligence in education. The PRISMA methodology was used to obtain articles from the IEEE and Scielo databases; it was combined with the Vosviewer data visualization software in which 64 articles from Scopus were used. Among the main results it was obtained that the most used AI tools in the educational field are implemented in Google Classroom, Natural Reader and Socrative; and they are being used in all educational levels from preschool to higher education. AI is used in the teaching-learning process, in research support, assessment construction and virtual tutoring; it is applied in the areas of language, medicine and computer science; the country that promotes its use the most is China. According to the research results, AI strengthens the teaching-learning process through dynamic means that develop skills, foster collaboration, identify students' strengths and weaknesses, and culminate in a personalization of learning.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
COPYRIGHT NOTICE
Authors who publish in the INNOVA Research Journal keeps copyright and guarantee the journal the right to be the first publication of the work under the Creative Commons License, Attribution-Non-Commercial 4.0 International (CC BY-NC 4.0). They can be copied, used, disseminated, transmitted and publicly exhibited, provided that: a) the authorship and original source of their publication (magazine, publisher, URL and DOI of the work) is cited; b) are not used for commercial purposes; c) the existence and specifications of this license of use are mentioned.
References
Acosta, J. C., La Red Martínez, D., & Primorac, C. (2018). Determinación de perfiles de rendimiento académico en la UNNE con Minería de Datos Educacional. XX Workshop de Investigadores En Ciencias de La Computación (WICC 2018, Universidad Nacional Del Nordeste)
Algerafi, M. A. M., Zhou, Y., Alfadda, H., & Wijaya, T. T. (2023). Understanding the Factors Influencing Higher Education Students’ Intention to Adopt Artificial Intelligence-Based Robots. IEEE Access, 11(August), 99752–99764. https://doi.org/10.1109/ACCESS.2023.3314499
Aparicio-Gómez, W.-O. (2023). Artificial Intelligence and its Impact on Education: Transforming Learning for the 21st Century. Revista Internacional de Pedagogía e Innovación Educativa, 2, 7–13. https://orcid.org/0000-0002-8178-1253
Ayuso-del Puerto, D., & Gutiérrez-Esteban, P. (2022). La Inteligencia Artificial como recurso educativo durante la formación inicial del profesorado. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), 347–362. https://doi.org/10.5944/ried.25.2.32332
Chen, L., Chen, P., & Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
Dúo Terrón, P., Moreno Guerrero, A. J., López Belmonte, J., & Marín, J. A. (2023). Inteligencia Artificial y Machine Learning como recurso educativo desde la perspectiva de docentes en distintas etapas educativas no universitarias. RiiTE Revista interuniversitaria de investigación en Tecnología Educativa, (15), 58–78. https://doi.org/10.6018/riite.579611
Forero-Corba, W., & Negre-Bennásar, F. (2024). Técnicas y aplicaciones del Machine Learning e Inteligencia Artificial en educación: una revisión sistemática. RIED. Revista iberoamericana de educación a distancia. https://doi.org/10.5944/ried.27.1.37491
Flores-Vivar, J., & García-Peñalvo, F. (2023). Reflections on the ethics, potential, and challenges of artificial intelligence in the framework of quality education (SDG4). [Reflexiones sobre la ética, potencialidades y retos de la Inteligencia Artificial en el marco de la Educación de Calidad (ODS4)]. Comunicar, 74, 37-47. https://doi.org/10.3916/C74-2023-03
García, J. (2022). Implication of Artificial Intelligence in Virtual Classrooms for Higher Education. Revista Orbis Tertius UPAL, 10(2709-8001.), 31–52.
Gangotena Echeverría, G. S., Yuctor Alvarez, A. F., Arias Espinosa, M. J., Lopez Aguayo, E. M., & Luna Rodriguez, P. M. (2023). Recursos digitales con Inteligencia Artificial para mejorar el Aprendizaje de los Estudiantes de Primaria. Ciencia Latina Revista Científica Multidisciplinar, 7(4), 1463-1481. https://doi.org/10.37811/cl_rcm.v7i4.6967
Gómez, J., Jadán, J., & Hurtado, G. (2021). Técnicas de aprendizaje para niños en etapa preescolar con dislexia aplicando Inteligencia Artificial. Convergence Tech, 5(V), 30–37. https://doi.org/10.53592/convtech.v5iv.7
González, R. A., & Silveira Bonilla, M. H. (2022). Educación e Inteligencia Artificial: Nodos temáticos de inmersión. Edutec, Revista Electrónica De Tecnología Educativa, (82), 59–77. https://doi.org/10.21556/edutec.2022.82.2633
Leyca, M., Escobar, R., Espín, C., & Pérez, K. (2018). Facebook como herramienta para el aprendizaje colaborativo de la inteligencia artificial. Didasc@lia: Didáctica y Educación, 9(1), 27–36. https://dialnet.unirioja.es/servlet/articulo?codigo=6595066
López Baroni, M. J. (2019). Las narrativas de la inteligencia artificial. Revista De Bioética Y Derecho, (46), 5–28. https://doi.org/10.1344/rbd2019.0.27280
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed. In Pearson Educación (Issue October). https://discovery.ucl.ac.uk/id/eprint/1475756/
Mediavilla, A. Z. (2021). Inteligencia artificial aplicada a la educación: In Investigación educativa ante los actuales retos migratorios. (1407–1419). Dykinson. https://doi.org/10.2307/j.ctv2gz3wvn.112
Naranjo, B., & Potes, F. (2024). University students’perception of ai use. In INTED2024 Proceedings (6044-6051). IATED.
Naranjo Sánchez, B., Flores Manzano, B. X., Huacón Morales, J. M., Pacheco Pozo, C. A., Chipre Terán, E. E., & Jijón Alarcón, R. A. (2024). Inteligencia artificial y sistemas al servicio de la sociedad.
Pedraza Sánchez, E. Y. (2022). La analítica del aprendizaje y las expectativas de los estudiantes universitarios. Academo (Asunción), 9(2), 151-164.
Rabadán, A. T. (2019). Horizonte de la inteligencia artificial y neurociencias. Importancia de la inteligencia artificial para la medicina Proyectos robot (androide) y Cyborg. Medicina (Buenos Aires), 79(5), 397–400. http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S0025-76802019000800010&lng=es&nrm=iso&tlng=es
Rodríguez-García, J. D., Moreno-León, J., Román-González, M., & Robles, G. (2020). LearningML: A Tool to Foster Computational Thinking Skills Through Practical Artificial Intelligence Projects LearningML: una herramienta para fomentar las habilidades de Pensamiento Computacional mediante proyectos prácticos de Inteligencia Artificial. RED. Revista de Educación a Distancia, 20(63), 37.
Salazar, I. A. (2020). Los robots y la Inteligencia Artificial. Nuevos retos del periodismo. Doxa Comunicación. Revista interdisciplinar de estudios de comunicación y ciencias sociales, 295-315.
Sánchez Vila, E., & Lama Penín, M. (2007). Técnicas de la inteligencia artificial aplicadas a la educacion. Revista Iberoamericana de Inteligencia Artificial, 11, 7–12. http://www.redalyc.org/articulo.oa?id=92503302
Sarkis-Onofre, R., Catalá-López, F., Aromataris, E., & Lockwood, C. (2021). How to properly use the PRISMA Statement. Systematic Reviews, 10(1), 13–15. https://doi.org/10.1186/s13643-021-01671-z
Shafique, R., Aljedaani, W., Rustam, F., Lee, E., Mehmood, A., & Choi, G. S. (2023). Role of Artificial Intelligence in Online Education: A Systematic Mapping Study. IEEE Access, 11(May), 52570–52584. https://doi.org/10.1109/ACCESS.2023.3278590
Tedre, M., Toivonen, T., Kahila, J., Vartiainen, H., Valtonen, T., Jormanainen, I., & Pears, A. (2021). Teaching machine learning in K-12 Classroom: Pedagogical and technological trajectories for artificial intelligence education. IEEE Access, 9, 110558–110572. https://doi.org/10.1109/ACCESS.2021.3097962
Troncoso, M., Dueñas, Y., & Verdecia, E. (2023a). Inteligencia artificial y educación: nuevas relaciones en un mundo interconectado. Revista Internacional de Pedagogía e Innovación Educativa, 2(2), 1–20. https://orcid.org/0000-0002-8178-1253
Troncoso, M., Dueñas, Y., & Verdecia, E. (2023b). Inteligencia artificial y educación: nuevas relaciones en un mundo interconectado. Revista Estudios Del Desarrollo Social: Cuba y América Latina, 11(2), 1–20. https://orcid.org/0000-0001-8746-012X
Vera, F. (2023). Integración de la Inteligencia Artificial en la Educación superior: Desafíos y oportunidades. Revista Electrónica Transformar, 4(1), 17–34. https://orcid.org/0000-0002-4326-1660
Zafari, M., Bazargani, J. S., Sadeghi-Niaraki, A., & Choi, S. M. (2022). Artificial Intelligence Applications in K-12 Education: A Systematic Literature Review. IEEE Access, 10, 61905–61921. https://doi.org/10.1109/ACCESS.2022.3179356
Zhang, Y., Liu, B., Gong, Y., Huang, J., Xu, J., & Wan, W. (2024). Application of Machine Learning Optimization in Cloud Computing Resource Scheduling and Management. arXiv preprint arXiv:2402.17216.