Integration of intelligences (Human and AI) for the development of academic writing skills.
DOI:
https://doi.org/10.19137/praxiseducativa-2026-300112Keywords:
chatgpt, higher education, artificial intelligence, academic writingAbstract
This exploratory study investigated the use of ChatGPT as a support tool for academic writing in higher education, with the aim of developing AI-assisted tutoring teaching strategies and promoting critical analysis of information. The methodology involved an experimental group (A) that used ChatGPT and a control group (B), both in the context of the Faculty of Psychology at UBA. The results indicated that the experimental group showed good performance in written productions, evidencing a development of metacognitive skills and critical analysis. It is concluded that AI, used reflexively, can enrich teaching and learning practices, although the biases and limitations of algorithms, as well as of the different AI models, must always be considered. It highlights the importance of fostering critical thinking and formative evaluation in hypermediated environments.
Downloads
References
Artopoulos, A. (2023). Imaginarios de IA generativa en educación: Chatbots que enseñan, bicicletas eléctricas y el quinto Beatle. Hipertextos, 11.
Awasthi, S. (2019). Plagiarism and academic misconduct: A systematic review. DESIDOC Journal of Library &
Information Technology, 39(2).
Cardina, Y., Kristiani, K. & Sangka, B. (2022). Qualitative Survey of Academic Dishonesty on Higher
Education: Identify the Factors and Solutions. Journal of Positive School Psychology, 6(3), 8705-8719.
Chang, D. H., Lin, M. P. C., Hajian, S., & Wang, Q. Q. (2023). Educational Design Principles of Using AI
Chatbot That Supports Self-Regulated Learning in Education: Goal Setting, Feedback, and
Personalization. Sustainability, 15(17), 12921.
Colmenares E., A. M., & Piñero M., M. L. (2008). LA INVESTIGACIÓN ACCIÓN. Una herramienta
metodológica heurística para la comprensión y transformación de realidades y prácticas
socio-educativas. Laurus, 14(27), 96-114.
Deng, X., & Yu, Z. (2023). A Meta-Analysis and Systematic Review of the Effect of chatbot Technology Use in
Sustainable Education. Sustainability, 15(4), 29-40.
Fernández Zalazar, D. C., Neri, C., Ciacciulli, S. M., Jofre, C. M., & Pisani, P. (2014). Motivación hacia el
aprendizaje y usos de las Tics en estudiantes universitarios: aproximaciones desde la Escala MSLQ. In
VI Congreso Internacional de Investigación y Práctica Profesional en Psicología XXI Jornadas de
Investigación Décimo Encuentro de Investigadores en Psicología del MERCOSUR. Facultad de
Psicología-Universidad de Buenos Aires.
Fernández Zalazar, D. C., Matos, F. B., & Frangullo, Y. B. (2024). Análiticas de aprendizaje, herramientas y
estratégias de enseñanza. In XVI Congreso Internacional de Investigación y Práctica Profesional en
Psicología. XXXI Jornadas de Investigación. XX Encuentro de Investigadores en Psicología del
MERCOSUR. VI Encuentro de Investigación de Terapia Ocupacional. VI Encuentro de Musicoterapia.
Facultad de Psicología-Universidad de Buenos Aires.
Fernández Zalazar, D., Muiños, R., Fiotti, J., & Jofre, C. (2024). Construcción de un inventario de competencias
digitales en estudiantes universitarios de Psicología de la UBA. Anuario de Investigaciones.
https://www.psi.uba.ar/publicaciones/anuario/trabajos_completos/30/fernandez_zalazar.pdf
Ghayoomi, M. (2023). Applications of Chatbots in Education. In Trends, Applications, and Challenges of
Chatbot Technology (pp. 80-118). IGI Global.
Grande de Prado, M., García-Peñalvo, F. J., Corell, A., y Abella García, V. (2021). Evaluación en Educación
Superior durante la pandemia de la COVID-19. Campus virtuales, 1(10), 49-58.
Jofre, C. M. (2023). ChatGPT, Inteligencia Artificial y Universidad. Nuevas tensiones, transformaciones y
desafíos en la educación superior. Campo Universitario 4(7) Enero-Julio 2023, 1-12.
Martínez-Comesaña, M., Rigueira-Díaz, X., Larrañaga-Janeiro, A., Martínez-Torres, J., Ocarranza-Prado, I., &
Kreibel, D. (2023). Impacto de la inteligencia artificial en los métodos de evaluación en la educación
primaria y secundaria: revisión sistemática de la literatura. Revista de Psicodidáctica.
Mancilla-Pavía, M. F. (2023). Pánico artificial. El avance de la Inteligencia Artificial y el miedo al reemplazo de
la humanidad.
Sok, S., & Heng, K. (2023). ChatGPT for education and research: A review of benefits and risks. SSRN.
https://ssrn.com/abstract=4378735 or http://dx.doi.org/10.2139/ssrn.4378735
Tinoco, L. F. S., Heras, E. B., Hern, A., & Zapata, L. (2011). Validación del cuestionario de motivación y
estrategias de aprendizaje forma corta–MSLQ SF, en estudiantes universitarios de una institución
pública-Santa Marta. Psicogente, 14(25).
Zapata-Ros, M. (2018). La universidad inteligente. Revista de Educación a Distancia (RED), (57).
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Diana Concepción Fernández Zalazar, Cristian Martin Jofre, Julieta Fiotti, Karen Borensztein
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Editorial Committee Educational Praxis Magazine:
I hereby declare that I am the author of the article titled (article name), that it is original and my own and that it was not previously published in any other format or medium. I declare to know that the magazine will not charge me any type of fee under any circumstances, nor will I receive any type of monetary compensation If it were accepted for publication in Educational Praxis, I authorize the aforementioned magazine to publish it digitally and to advertise it on its social networks.
If the work is published, I adhere to the Creative Commons license called "Attribution - Non-Commercial Share Alike CC BY-NC-SA", through which it is allowed to copy, reproduce, distribute, publicly communicate the work and generate derivative works, as long as when the original author is cited and acknowledged. This license has been used since September 2018. In 2016 CC BY NC ND 4.0 was adhered to; and in the years 2017 and 2018 (January-August) CC BY NC 4.0.
This CC BY-NC-SA Share Alike license does not, however, permit commercial use of the work. As an author, the journal may establish additional agreements for the non-exclusive distribution of the version of the work published in the journal, it allows me to self-archive the published articles, in their post-print version, in institutional, thematic repositories, personal web pages or any other relevant use. with the recognition of having been first published in this journal.
Educational Praxis adheres to DORA (Declaration on Research Assessment) signed in San Francisco, California, on December 16, 2012, and to the Declaration of Mexico (Joint Declaration LATINDEX - REDALYC - CLACSO - IBICT).
_(1)2.png)
3.png)
_(2).png)
2.jpg)
