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/REYD2024.30.47137Palabras clave:
Dominancia Cognitiva, Educación más alta, Tecnología, Estilos de pensamientoResumen
Esta investigación utiliza un diseño cuantitativo explicativo con un enfoque de modelado de ecuaciones estructurales (SEM) para probar si el dominio del cerebro izquierdo o derecho afecta las habilidades de los futuros docentes en el uso de la inteligencia artificial (IA). Participaron de esta investigación 342 estudiantes de la carrera de educación multidisciplinaria (profesores en formación). La distribución de los datos de los participantes refleja variaciones en estos aspectos, cuyo objetivo es proporcionar una imagen completa de los factores que tienen el potencial de influir en las habilidades de los estudiantes en el uso de la IA. Esta investigación destaca que los estudiantes con dominio del hemisferio izquierdo del cerebro muestran habilidades superiores en el uso de la tecnología de inteligencia artificial en comparación con los estudiantes con dominio del hemisferio derecho. Esto se muestra en el valor de carga del factor en el camino d60 que alcanzó 0,98, lo que indica el alto poder de representación de los estudiantes con dominancia del cerebro izquierdo en el dominio de la IA. Estos hallazgos tienen un impacto significativo en los enfoques de la educación tecnológica en las universidades. En primer lugar, estos resultados pueden fomentar el desarrollo de planes de estudio que pongan más énfasis en las habilidades analíticas y lógicas para todos los estudiantes, así como introducir elementos creativos que puedan atraer el interés de los estudiantes con dominio del hemisferio derecho del cerebro. Así, se pueden diseñar programas educativos que se adapten a ambos tipos de dominancia cerebral, asegurando que los estudiantes reciban una formación integral y equilibrada. Además, estos hallazgos resaltan la necesidad de que las universidades creen entornos de aprendizaje inclusivos y de apoyo, especialmente para las mujeres que pueden enfrentar estereotipos de género que obstaculizan su participación en los campos STEM.
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Derechos de autor 2024 Mohammad Archi Maulyda, Sugiman Sugiman, Wuri Wuryandani , Hidar Amaruddin, Ashar Pajarungi Anar
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