TIC e inteligencia artificial en la revisión del proceso de escritura: su uso en las universidades públicas valencianas

Abstract

From the outset the incorporation of ICT and artificial intelligence (AI) in the education field generated a social debate that is still ongoing. One of the most controversial aspects was the introduction of intelligent tutoring and online learning systems. In 2016, the Artificial Intelligence and Life in 2030report predicted that these systems would become the norm in classrooms in just fifteen years. Five years since the publication of that report, we need to know the current state of the art. One aim of this study is to investigate the relationship between the teacher-recommended use of ICT and artificial intelligence in the writing process and how this technology is actually used by students. Another aim is to determine what type of automated assessment and corrective feedback is applied by teachers and what perception both groups have about the use of ICT and AI. To conduct this study, we designed two ad hoc questionnaires, which were completed by 53 professors and 101 students from the Polytechnic University of Valencia (UPV) and the University of Valencia (UV). One result from this research is that while 79% of teachers recommend using ICT, only 61.4% of students follow this recommendation. One conclusion we can draw is that ICT and AI have not yet been fully integrated into language teaching and learning. At the same time, most participants in this study admit that they do not take full advantage of this technology.