Inteligencia artificial, motivación académica y aprendizaje personalizado en contextos educativos rurales: revisión sistemática 2020–2025
DOI:
https://doi.org/10.67461/1sq5kh54Palabras clave:
inteligencia artificial educativa, motivación académica, aprendizaje personalizado, educación rural, formación docente, PRISMAResumen
El objetivo fue analizar la evidencia publicada entre 2020 y 2025 sobre la relación entre inteligencia artificial educativa, motivación académica, aprendizaje personalizado y educación rural. Se realizó una revisión sistemática descriptivo-analítica conforme a PRISMA 2020 en Scopus, ERIC, Redalyc y SciELO. Los registros se depuraron mediante coincidencia de DOI, título y autoría en una hoja de cálculo, seguida de verificación manual. De 1.641 registros identificados, 1.214 pasaron al cribado, 136 se evaluaron a texto completo y 30 integraron la síntesis cualitativa. Seis estudios abordaron de manera directa entornos rurales y los demás aportaron evidencia transferible sobre personalización, retroalimentación, motivación, formación docente y ética. Los hallazgos indican que la IA puede favorecer la participación, la autoeficacia y el aprendizaje cuando ofrece apoyo adaptativo y retroalimentación comprensible; sin embargo, sus efectos disminuyen cuando existen conectividad inestable, dispositivos insuficientes, baja alfabetización digital o escasa mediación pedagógica. La evidencia fue más consistente para la mediación docente y las condiciones de implementación que para efectos sostenidos sobre la motivación, debido al predominio de diseños descriptivos y estudios de corta duración. Se concluye que la IA educativa debe entenderse como apoyo sociotécnico y no como sustituto del docente. En escuelas rurales su implementación requiere herramientas de bajo consumo de datos, formación situada, protocolos de privacidad y selección curricular contextualizada.
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Derechos de autor 2025 Carmen Alicia Cantillo Cardoza, Ana Cristina Herrera Ríos (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
