Artificial Intelligence in Education: Transformation or Infodemic? A Critical Analysis of the New Educational Frontier
Article Sidebar
Main Article Content
Abstract
This article investigates the intersection of artificial intelligence (AI) and information overload (infodemic) within the educational sphere, examining how this overload impacts the perception and adoption of AI by educators and students at the Autonomous University of Sinaloa. Through a mixed-methods approach involving interviews, focus groups, and surveys, the study reveals a limited understanding of AI, predominantly centered on basic applications, alongside significant resistance driven by ethical concerns and insufficient training. Information overload emerges as a critical barrier, hindering informed decision-making and reinforcing traditional pedagogical approaches. The findings suggest that effective AI integration requires comprehensive training that encompasses technical skills, ethical reflection, and media literacy, underscoring the urgent need for a strategic approach to ethically and effectively embed AI into education.
Downloads
PLUMX Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The author keeps the property rights with no restriction whatsoever and guarantees the magazine the right to be the first publication of the work. The author is free to deposit the published version in any other medium, such as an institutional archive or on his own website.
References
Abarca, M. (2020). Historia y evolución de la educación y la tecnología. Editorial Académica Española.
Alonso, M. (2023). Competencias digitales y mediáticas en la educación contemporánea. Journal of Digital Literacy, 12(4), 56-67.
American Library Association. (1989). Presidential Committee on Information Literacy: Final Report. American Library Association.
Ayuso, M. (2020). La inteligencia artificial en la educación: Un análisis crítico. InnovEduca. https://doi.org/10.20548/innoeduca.2016.v2i2.2028
Brennen, J. S., Simon, F. M., Howard, P. N., & Nielsen, R. K. (2018). Types, sources, and claims of COVID-19 misinformation. Reuters Institute.
Cañas, A., & Alonso, F. (2022). Redes sociales y educación: la influencia de la infoxicación. Revista de Ciencias de la Educación, 58(2), 111-130.
Camacho, J. (2021). Innovación tecnológica en el ámbito educativo. Revista Iberoamericana de Educación, 15(3), 30-45. https://doi.org/10.17398/1695-288X.15.3.30
Chen, X., Xie, H., & Hwang, G. J. (2020). Trends and issues in artificial intelligence in education. Educational Technology & Society, 23(4), 24-35.
Cornella, A. (1996). Infoxicación: buscando un orden en la información. Infonomía.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Ferrés, J., & Piscitelli, A. (2012). La competencia mediática: propuesta articulada de dimensiones e indicadores. Comunicar, 20(39), 75-82. https://doi.org/10.3916/C39-2012-02-08
García, E. (2022). El impacto de la inteligencia artificial en la enseñanza superior. Journal of Educational Technology Development, 19(2), 123-145. https://doi.org/10.46377/dilemas.v28i1.1594
García, F. (2023). Las plataformas educativas impulsadas por IA y la personalización del aprendizaje. Journal of Learning Technologies, 45(1), 23-40.
González, J. M. (2021). La inteligencia artificial en la educación: Desafíos y oportunidades. Revista Electrónica de Tecnología Educativa, 35(2), 45-60. https://doi.org/10.1016/j.compedu.2011.03.002
González-González, C. (2023). Inteligencia artificial y educación personalizada: Un enfoque en la retroalimentación efectiva. Technology and Education, 58(4), 145-163.
Gutiérrez, M. (2020). Infoxicación y educación: Cómo enfrentar el exceso de información en la era digital. Universidad Nacional Autónoma de México. https://doi.org/10.22201/fcpys.2448492xe.2021.242.79330
Howard, S. K., Tondeur, J., Ma, J., & Yang, J. (2021). Professional learning as a key factor for successful technology integration in education. Computers & Education, 168, 104224. https://doi.org/10.1016/j.compedu.2021.104224
Ido, R., & Roll, I. (2021). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 31(4), 400-415. https://doi.org/10.1007/s40593-016-0110-3
Jiménez, F. (2020). La infoxicación en el aula: Retos y estrategias. Editorial Universitaria. https://doi.org/10.2760/12297
Knapp, M. (2003). Social representations and ideologies: Cognitive foundations of social group action. In D. Chalmers (Ed.), Ideology and Collective Dynamics. Cambridge University Press.
López, F. (2021). De la pandemia a la infodemia: El virus de la infoxicación. Revista Mexicana de Ciencias Políticas y Sociales, 66(242), 293-312. https://doi.org/10.22201/fcpys.2448492xe.2021.242.79330
Moscovici, S. (1984). The phenomenon of social representations. In R. M. Farr & S. Moscovici (Eds.), Social Representations. Cambridge University Press.
Ouyang, F., & Jiao, P. (2021). Artificial intelligence in education: A review of recent advances. Computers and Education, 160, 104031. https://doi.org/10.1016/j.compedu.2020.104031
Portugal, A. (2020). Alfabetización mediática y educación: Un estudio sobre la competencia digital en la docencia. Journal of Media Literacy, 17(1), 78-92.
Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). Free Press.
Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582-599. https://doi.org/10.1007/s40593-016-0110-3
Sancho, J. M. (2019). Retroalimentación y evolución de las tecnologías educativas. Revista de Estudios sobre Tecnología Educativa, 28(1), 150-165. https://doi.org/10.1017/CBO9780511805080.006
Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Cambridge University Press.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1207/s15516709cog1202_4
Urquilla Castaneda, E. (2022). La IA como herramienta de apoyo en el aprendizaje personalizado. Revista de Innovación Educativa, 12(4), 89-110. https://doi.org/10.18820/24150479/aa49i1.1
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1-27. https://doi.org/10.1186/s41239-019-0175-0