Measuring the skills of university students in the Education career using Artificial Intelligence: right brain vs left brain with structural equation models
DOI:
https://doi.org/10.1344/REYD2024.30.47137Paraules clau:
Domini Cognitiu, Educació superior, tecnología, Estils de pensamentResum
Aquesta investigació utilitza un disseny quantitatiu explicatiu amb un enfocament de modelització d'equacions estructurals (SEM) per provar si el domini del cervell esquerre o dret afecta les habilitats dels professors de formació en l'ús de la intel·ligència artificial (IA). Els participants en aquesta investigació van ser 342 estudiants especialitzats en educació multidisciplinària (professors en formació). La distribució de les dades dels participants reflecteix variacions en aquests aspectes, que pretén oferir una imatge completa dels factors que poden influir en les habilitats dels estudiants en l'ús de la IA. Aquesta investigació posa de manifest que els estudiants amb domini del cervell esquerre mostren habilitats superiors en l'ús de la tecnologia d'IA en comparació amb els estudiants amb domini del cervell dret. Això es mostra amb el valor de càrrega del factor al camí d60 que va arribar a 0,98, cosa que indica l'elevat poder de representació dels estudiants amb domini del cervell esquerre en el domini de la IA. Aquestes troballes tenen un impacte significatiu en els enfocaments de l'educació tecnològica a les universitats. En primer lloc, aquests resultats poden afavorir el desenvolupament de currículums que facin més èmfasi en les habilitats analítiques i lògiques de tots els estudiants, així com introduir elements creatius que poden atreure l'interès dels estudiants amb domini del cervell dret. Així, els programes educatius es poden dissenyar per acomodar ambdós tipus de domini cerebral, assegurant que els estudiants rebin una formació integral i equilibrada. A més, aquestes troballes posen de manifest la necessitat que les universitats creïn entorns d'aprenentatge inclusius i de suport, especialment per a les dones que poden enfrontar-se a estereotips de gènere que dificulten la seva participació en els camps STEM.
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Drets d'autor (c) 2024 Mohammad Archi Maulyda, Sugiman Sugiman, Wuri Wuryandani , Hidar Amaruddin, Ashar Pajarungi Anar
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