Artificial Intelligence in Higher Education: Contributions from Assessment in the Area of Physical Chemistry
DOI:
https://doi.org/10.70939/revistadiged.v2iEspecial.47Keywords:
artificial intelligence, university assessment, physical chemistryAbstract
OBJECTIVE: To analyze the perceptions and experiences of professors, teaching assistants, and students regarding the use of artificial intelligence in university assessment processes in the field of Physical Chemistry. METHOD: An interpretive qualitative approach was used through semi-structured interviews and a focus group with the participation of four professors, two teaching assistants, and eight students from the Chemical Engineering program at the University of San Carlos de Guatemala. The transcripts were analyzed using the thematic analysis method, which allowed for the recognition of common patterns and meanings among the participants. RESULTS: It was evident that artificial intelligence is perceived as a support tool to strengthen formative feedback, contextual understanding, and the development of assessment materials. Likewise, concerns related to the loss of critical thinking, technological dependence, and infrastructure and connectivity limitations were identified. The analysis allowed for the establishment of five central dimensions: artificial intelligence as a pedagogical ally, ethical and critical development, the technological gap, teaching transformation, and educational innovation. CONCLUSION: The responsible integration of artificial intelligence into university assessment requires institutional support, teacher training, and ethical digital literacy aimed at promoting autonomous, reflective, and humanized learning.
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