Percepción estudiantil de la inteligencia artificial generativa en procesos de estudio: un análisis del uso de ChatGPT en educación superior

Gloria Mónica Martínez Aguilar; Kristian Segura Félix; Geshel David Guerrero López

doi:10.1590/1983-3652.2026.63539

Autores

Gloria Mónica Martínez Aguilar Universidad Tecnológica de Torreón, Torreón, Coahuila, México https://orcid.org/0000-0003-3834-4880
Kristian Segura Félix Universidad Tecnológica de Torreón, Torreón, Coahuila, México https://orcid.org/0000-0002-0820-5620
Geshel David Guerrero López Instituto Tecnológico de Nuevo Laredo, Departamento de Eléctrica Electrónica, Nuevo Laredo, Tamaulipas, México https://orcid.org/0000-0003-0341-501X

DOI:

https://doi.org/10.1590/1983-3652.2026.63539

Palavras-chave:

Inteligência artificial, Ensino superior, Percepções dos alunos, ChatGPT

Resumo

O uso de ferramentas baseadas em inteligência artificial generativa, como o ChatGPT, expandiu-se rapidamente no ensino superior, gerando oportunidades de apoio acadêmico, mas também levantando preocupações relacionadas à autonomia, ética e integridade estudantil. Este estudo analisou as percepções de 382 estudantes de graduação, Engenharia e pós-graduação sobre o uso acadêmico do ChatGPT. Foi aplicado um questionário com escala Likert de 12 itens, organizado em sete dimensões: utilidade percebida, autonomia, riscos, habilidades cognitivas, confiança, políticas institucionais e considerações éticas. Os resultados descritivos mostraram uma avaliação moderadamente favorável do uso acadêmico da ferramenta. A análise inferencial não indicou diferenças significativas por gênero, enquanto o nível de preparação acadêmica apresentou diferenças apenas na dimensão autonomia, em que estudantes de nível intermediário e avançado relataram maior confiança no uso do ChatGPT para atividades acadêmicas. A análise por idade também não revelou diferenças significativas entre os grupos. Esses achados sugerem que a integração da IA generativa é vista de forma relativamente homogênea entre os diversos perfis de estudantes, embora haja uma necessidade persistente de orientação institucional e treinamento ético para seu uso responsável em contextos educacionais.

Downloads

Os dados de download ainda não estão disponíveis.

Referências

ABDURRAHIM, Z.; ZULFIKAR, R.; PURBOYO, W.; WIDYANTI, R. y BASUKI. Learning with integrity: The future of ethical artificial intelligence in academia. Applied Business and Administration Journal, volumen 4, número 2, páginas 1-15, 2025. DOI: 10.62201/abaj.v4i02.216.

BAIDOO-ANU, D. y OWUSU ANSAH, L. Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. SSRN Electronic Journal, 2023. DOI: 10.2139/ssrn.4337484.

BENDER, E. M.; GEBRU, T.; MCMILLAN-MAJOR, A. y SHMITCHELL, S. On the dangers of stochastic parrots: Can language models be too big? En: PROCEEDINGS of the 2021 ACM Conference on Fairness, Accountability, and Transparency. [S. l.: s. n.], 2021. DOI: 10.1145/3442188.3445922.

BLAHOPOULOU, J. y ORTIZ-BONNIN, S. Student perceptions of ChatGPT: benefits, costs, and attitudinal differences between users and non-users toward AI integration in higher education. Education and Information Technologies, volumen 30, número 14, páginas 19741-19764, 2025. DOI: 10.1007/s10639-025-13575-9.

CHEN, B.; LEWIS, C. M.; WEST, M. y ZILLES, C. Plagiarism in the age of generative AI: Cheating method change and learning loss in an intro to CS course. En: PROCEEDINGS of the Eleventh ACM Conference on Learning @ Scale. [S. l.: s. n.], 2024. páginas 75-85. DOI: 10.1145/3657604.3662046.

COTTON, D. R. E.; COTTON, P. A. y SHIPWAY, J. R. Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, volumen 61, número 2, páginas 228-239, 2024. DOI: 10.1080/14703297.2023.2190148.

CROMPTON, H. y BURKE, D. Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, volumen 20, número 1, 2023. DOI: 10.1186/s41239-023-00392-8.

DEMPERE, J.; MODUGU, K.; HESHAM, A. y RAMASAMY, L. K. The impact of ChatGPT on higher education. Frontiers in Education, volumen 8, 2023. DOI: 10.3389/feduc.2023.1206936.

DONG, B.; BAI, J.; XU, T. y ZHOU, Y. Large language models in education: A systematic review. En: 2024 6th International Conference on Computer Science and Technologies in Education (CSTE). [S. l.: s. n.], 2024. DOI: 10.1109/CSTE62025.2024.00031.

DWIVEDI, Y. K. et al. Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, volumen 71, 2023. DOI: 10.1016/j.ijinfomgt.2023.102642.

GARCÍA-LÓPEZ, I. M. y TRUJILLO-LIŃAN, L. Ethical and regulatory challenges of Generative AI in education: A systematic review. Frontiers in Education, volumen 10, 2025. DOI: 10.3389/feduc.2025.1565938.

HAQ, M. Z. U.; CAO, G. y ABUKHAIT, R. M. Y. Examining students’ attitudes and intentions towards using ChatGPT in higher education. British Journal of Educational Technology, volumen 56, número 6, páginas 2428-2452, 2025. DOI: 10.1111/bjet.13582.

HONG, H.; VATE-U-LAN, P. y VIRIYAVEJAKUL, C. Cognitive offload instruction with generative AI: A quasi-experimental study on critical thinking gains in English writing. Forum for Linguistic Studies, volumen 7, número 7, 2025. DOI: 10.30564/fls.v7i7.10072.

JOSE, B. et al. The cognitive paradox of AI in education: Between enhancement and erosion. Frontiers in Psychology, volumen 16, 2025. DOI: 10.3389/fpsyg.2025.1550621.

KASNECI, E. et al. ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, volumen 103, 2023. DOI: 10.1016/j.lindif.2023.102274.

KLIMOVA, B. y CAMPOS, V. P. L. de. University undergraduates’ perceptions on the use of ChatGPT for academic purposes: Evidence from a university in Czech Republic. Cogent Education, volumen 11, número 1, 2024. DOI: 10.1080/2331186X.2024.2373512.

LEE, V. R. et al. Cheating in the age of generative AI: A high school survey study of cheating behaviors before and after the release of ChatGPT. Computers and Education: Artificial Intelligence, volumen 7, 2024. DOI: 10.1016/j.caeai.2024.100253.

LUO, J. A critical review of GenAI policies in higher education assessment: A call to reconsider the “originality” of students’ work. Assessment and Evaluation in Higher Education, volumen 49, número 5, páginas 651-664, 2024. DOI: 10.1080/02602938.2024.2309963.

MAI, D. T. T.; VAN DA, C. y VAN HANH, N. The use of ChatGPT in teaching and learning: A systematic review through SWOT analysis approach. Frontiers in Education, volumen 9, 2024. DOI: 10.3389/feduc.2024.1328769.

MARÍN, Y. R. et al. Ethical challenges associated with the use of artificial intelligence in university education. Journal of Academic Ethics, volumen 23, número 4, páginas 2443-2467, 2025. DOI: 10.1007/s10805-025-09660-w.

MARTÍN-MONCUNILL, D. y ALONSO MARTÍNEZ, D. Students’ trust in AI and their verification strategies: A case study at Camilo José Cela University. Education Sciences, volumen 15, número 10, 2025. DOI: 10.3390/educsci15101307.

MICHEL-VILLARREAL, R. et al. Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education Sciences, volumen 13, número 9, 2023. DOI: 10.3390/educsci13090856.

NIEKERK, J. van; DELPORT, P. M. J. y SUTHERLAND, I. Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, volumen 8, 2025. DOI: 10.1016/j.caeai.2024.100342.

PITTS, G. et al. Students’ reliance on AI in higher education: Identifying contributing factors. arXiv, 2025. Disponible en: http://arxiv.org/abs/2506.13845.

RAVŠELJ, D. et al. Higher education students’ perceptions of ChatGPT: A global study of early reactions. PLOS ONE, volumen 20, número 2, 2025. DOI: 10.1371/journal.pone.0315011.

RUDOLPH, J.; TAN, S. y TAN, S. ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning & Teaching, volumen 6, número 1, 2023. DOI: 10.37074/jalt.2023.6.1.9.

SOL, K.; SOK, S. y HENG, K. Rethinking assessment in higher education in the age of generative AI. En: ENCYCLOPEDIA of Educational Innovation. Singapore: Springer Nature, 2025. DOI: 10.1007/978-981-13-2262-4_327-2.

STÖHR, C.; OU, A. W. y MALMSTRÖM, H. Perceptions and usage of AI chatbots among students in higher education across genders, academic levels and fields of study. Computers and Education: Artificial Intelligence, volumen 7, 2024. DOI: 10.1016/j.caeai.2024.100259.

STONE, M. et al. Benefits and challenges of using ChatGPT in higher education (HE) Teaching and Learning (T&L): Systematic Review. En: ETHICAL Standards for Technological and Business Education Sustainability. [S. l.]: Emerald Publishing, 2025. DOI: 10.1108/978-1-83608-036-720251001.

SUN, P.; LI, L.; HOSSAIN, M. S. y ZABIN, S. Investigating students’ behavioral intention to use ChatGPT for educational purposes. Sustainable Futures, volumen 9, 2025. DOI: 10.1016/j.sftr.2025.100531.

WANG, J. y CORNELY, P.-R. Addressing academic misconduct in the age of ChatGPT: Strategies and Solutions. En: PROCEEDINGS of the 2023 7th International Conference on Education and E-Learning. [S. l.: s. n.], 2023. DOI: 10.1145/3637989.3638014.

WANG, L.; XU, S. y LIU, K. Understanding students’ acceptance of ChatGPT as a translation tool: A UTAUT Model Analysis. arXiv, 2024. Disponible en: http://arxiv.org/abs/2406.06254.

ZAWACKI-RICHTER, O.; MARÍN, V. I.; BOND, M. y GOUVERNEUR, F. Systematic review of research on Artificial Intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, volumen 16, número 1, 2019. DOI: 10.1186/s41239-019-0171-0.

ZHANG, J. Generative AI in higher education: Challenges and opportunities for course learning. Advances in Social Sciences Research Journal, volumen 12, número 1, 2025. DOI: 10.14738/assrj.1201.18121.