Impacto del uso de inteligencia artificial en el rendimiento académico y el bienestar emocional de estudiantes universitarios en Lima metropolitana

Dory Raquel    Zapata-Coba; José Carlos     Coronel-Cáceres; Rubén Luis     Gómez-Diaz; Mariela Teresa     Pariona-Benavides; María del Rosario     Cerna-Rosales; Zoila Irene     González-Farroñay

doi:10.47606/ACVEN/PH0461

Authors

Dory Raquel Zapata-Coba Universidad Nacional Federico Villarreal Lima-Perú https://orcid.org/0000-0002-2477-193X
José Carlos Coronel-Cáceres Universidad Nacional Federico Villarreal Lima-Perú https://orcid.org/0000-0001-5821-1669
Rubén Luis Gómez-Diaz Universidad Nacional Federico Villarreal Lima-Perú https://orcid.org/0000-0003-4703-2475
Mariela Teresa Pariona-Benavides Universidad César Vallejo- Lima- Perú https://orcid.org/0000-0003-4279-0154
María del Rosario Cerna-Rosales Universidad Nacional Federico Villarreal Lima-Perú https://orcid.org/0009-0003-0946-2842
Zoila Irene González-Farroñay Universidad Nacional Federico Villarreal Lima-Perú https://orcid.org/0000-0003-1535-201X

DOI:

https://doi.org/10.47606/ACVEN/PH0461

Keywords:

Artificial intelligence, higher education, academic performance, emotional well-being, educational technology

Abstract

The aim of this study was to analyze the impact of the use of artificial intelligence tools on the academic performance and emotional well-being of university students in Metropolitan Lima. The research was conducted using a quantitative approach with a non-experimental, cross-sectional design and a correlational scope. The population consisted of university students from different higher education institutions in Metropolitan Lima, from which a sample was selected through a non-probabilistic sampling procedure. Data were collected using a structured questionnaire designed to assess the level of use of artificial intelligence tools and their relationship with students’ academic performance and emotional well-being. The instrument was validated through expert judgment and its reliability was assessed using Cronbach’s Alpha coefficient, obtaining an adequate level of internal consistency. The results revealed a significant relationship between the use of artificial intelligence tools and students’ academic performance, as well as a positive perception regarding their influence on emotional well-being. It is concluded that artificial intelligence represents a technological resource with the potential to strengthen learning processes in higher education, provided that its use is implemented in an ethical, critical, and complementary manner within the educational process.

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