El uso de la herramienta chatgpt en la elaboración de textos académicos de los estudiantes de cuarto nivel de la carrera de educación básica de la Universidad Técnica de Ambato

Abstract

This study analyzes the relationship between the use of the ChatGPT tool and the creation of academic texts among fourth-year students of the Basic Education program at the Technical University of Ambato. Using a quasi-experimental design with a mixed approach, pretest and posttest instruments were administered in two groups (experimental and control), complemented by interviews with teachers and questionnaires for students. The results demonstrate that the integration of ChatGPT significantly enhances skills such as selfregulation, critical thinking, and text structuring, especially in the experimental group. The ethical and reflective use of the tool was identified as an aspect under construction, highlighting the need for critical digital literacy. It is concluded that the didactic implementation of ChatGPT favors academic production, provided it is mediated by appropriate pedagogical guidance that promotes students' autonomy and critical thinking.