La IA como recurso de apoyo a la redacción de síntesis.
Saved in:
| Title: | La IA como recurso de apoyo a la redacción de síntesis. |
|---|---|
| Alternate Title: | AI as a Support Resource for Writing Syntheses. A IA como recurso de apoio à redação de sínteses. |
| Authors: | Trejo González, Hugo1 Hugo.trejo@academicos.udg.mx |
| Source: | Educación y Educadores. 2025, Vol. 28 Issue 2, p1-18. 18p. |
| Subject Terms: | *Artificial intelligence, *Generative artificial intelligence, *Academic discourse, *Higher education, *Composition (Language arts), *Content analysis, *Learning goals, *Educational evaluation |
| Abstract (English): | The present article aims to analyze the effects of the use of generative Artificial Intelligence (AI) in the writing of syntheses in a learning unit of Higher Education. Based on the explanations of the students involved and through the analysis of their work, a corpus was constructed from eight texts in French that were written with the support of AI chatbots. From the subject synthesis evaluation instrument, the results were analyzed based on the relevance of the sections, on the ability to detect main ideas and on the appropriate reformulation of the source texts. The results obtained showed that the use of AI in this context negatively affects the final productions, since in most cases there are shortcomings in terms of the components of the sections and both the ideas proposed by the AI and the reformulation fail to align with the evaluation used in the course. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El presente artículo tiene como objetivo analizar los efectos del uso de inteligencia artificial (IA) generativa en la redacción de síntesis en una unidad de aprendizaje de la educación superior. Con base en las explicaciones de los estudiantes implicados y mediante el análisis de sus trabajos, se construyó un corpus a partir de ocho textos en francés que fueron redactados con el apoyo de chatbots de IA. A partir del instrumento de evaluación de síntesis de la materia, se analizaron los resultados con base en la pertinencia de las secciones, en la capacidad de detección de ideas principales y en la reformulación adecuada de los textos de origen. Los resultados obtenidos han permitido comprobar que el uso de la IA en este contexto afecta negativamente las producciones finales, ya que en la mayoría de los casos se presentan carencias en cuanto a los componentes de las secciones y tanto las ideas propuestas por la IA como la reformulación no se apegan a los referentes de evaluación utilizados en el curso. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O presente artigo tem como objetivo analisar os efeitos do uso da inteligência artificial (IA) generativa na redação de sínteses em uma unidade de aprendizagem do ensino superior. Com base nas explicações dos alunos envolvidos e na análise de seus trabalhos, foi construído um corpus a partir de oito textos em francês que foram redigidos com o apoio de chatbots de IA. A partir do instrumento de avaliação de síntese da matéria, os resultados foram analisados com base na pertinência das seções, na capacidade de detecção das ideias principais e na reformulação adequada dos textos de origem. Os resultados obtidos permitiram verificar que o uso da IA neste contexto afeta negativamente as produções finais, uma vez que, na maioria dos casos, apresentam-se lacunas quanto aos componentes das seções e tanto as ideias propostas pela IA quanto a reformulação não se adequam aos referenciadores de avaliação utilizados no curso. [ABSTRACT FROM AUTHOR] |
| Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| Abstract: | The present article aims to analyze the effects of the use of generative Artificial Intelligence (AI) in the writing of syntheses in a learning unit of Higher Education. Based on the explanations of the students involved and through the analysis of their work, a corpus was constructed from eight texts in French that were written with the support of AI chatbots. From the subject synthesis evaluation instrument, the results were analyzed based on the relevance of the sections, on the ability to detect main ideas and on the appropriate reformulation of the source texts. The results obtained showed that the use of AI in this context negatively affects the final productions, since in most cases there are shortcomings in terms of the components of the sections and both the ideas proposed by the AI and the reformulation fail to align with the evaluation used in the course. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 01231294 |
| DOI: | 10.5294/edu.2025.28.2.4 |
