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

Authors

Gloria Mónica Martínez Aguilar Universidad Tecnológica de Torreón https://orcid.org/0000-0003-3834-4880
Kristian Segura Félix Universidad Tecnológica de Torreón https://orcid.org/0000-0002-0820-5620
Geshel David Guerrero López Instituto Tecnologico de Nuevo Laredo https://orcid.org/0000-0003-0341-501X

DOI:

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

Keywords:

Artificial intelligence, Higher education, Student perceptions, ChatGPT

Abstract

The use of generative artificial intelligence tools, such as ChatGPT, has rapidly expanded across higher education, offering new forms of academic support while raising concerns related to student autonomy, ethics, and academic integrity. This study examined the perceptions of 382 undergraduate, engineering, and graduate students regarding the academic use of ChatGPT. A 12-item Likert questionnaire was administered, structured into seven dimensions: perceived usefulness, autonomy, perceived risks, cognitive competencies, trust, institutional policies, and ethical criteria. Descriptive results indicated a moderately favorable evaluation of the tool. Inferential analyses showed no significant differences by gender, whereas academic preparation level revealed differences only in the autonomy dimension, with intermediate and advanced students reporting greater confidence in using ChatGPT for academic tasks. Age-based comparisons also showed no significant differences between groups. Overall, findings suggest that generative AI integration is perceived relatively consistently across diverse student profiles, although there remains a need for institutional guidance and ethical training to promote responsible use in educational contexts.

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References

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