Creencias del alumnado universitario sobre las prácticas de lectura y escritura académicas mediadas por inteligencia artificial generativa
Diseño y validación de un cuestionario multidimensional
DOI:
https://doi.org/10.30827/relieve.v32i1.35886Palabras clave:
inteligencia artificial generativa, alfabetización en IA, alfabetización académica, validación de cuestionarios, análisis psicométrico, creencias del alumnadoResumen
Este estudio presenta el diseño y validación psicométrica de un cuestionario destinado a analizar las creencias del alumnado sobre el uso de la inteligencia artificial en las prácticas académicas. La creciente presencia de estas tecnologías en la educación superior ha transformado el trabajo académico, generando oportunidades pedagógicas y desafíos éticos, mientras que siguen siendo escasos los instrumentos empíricamente validados capaces de captar las creencias del estudiantado desde una perspectiva situada. El instrumento se desarrolló a partir de una revisión sistemática de la literatura y se fundamentó en modelos teóricos consolidados de la tecnología educativa y la alfabetización académica. La validez de contenido se evaluó mediante juicio de expertos (n = 10), seguida de un estudio piloto (n = 30). Posteriormente, se llevó a cabo un análisis factorial exploratorio con una muestra de 120 estudiantes y un análisis factorial confirmatorio con una muestra independiente de 412 participantes. Los resultados respaldaron una estructura estable de tres factores: funcionalidad académica, actitudes críticas y reflexivas, y autopercepción y expectativas. El cuestionario mostró alta consistencia interna (α = .936), valores de fiabilidad compuesta superiores a .85 y coeficientes de varianza media extraída por encima de .50. El modelo presentó índices de ajuste satisfactorios y alcanzó invarianza configural y métrica según género y titulación. Los resultados indican que el cuestionario constituye un instrumento psicométricamente sólido y analíticamente sensible para examinar cómo el estudiantado interpreta y evalúa el uso de la IAG en las prácticas académicas, con relevancia para la investigación y el desarrollo pedagógico.
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Derechos de autor 2026 José Manuel de Amo Sánchez-Fortún, Gemma Lluch Crespo
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