Business Administration Students Perceptions of the Usefulness of Artificial Intelligence in Scientific Articles
DOI:
https://doi.org/10.37843/rted.v18i2.678
Article Sidebar
Main Article Content
Abstract
Artificial Intelligence (AI) tools have increased academic production by facilitating the writing and analysis of texts through advanced language models. The overall objective was to identify business students' perceptions of the usefulness of AI in scientific articles. This research was conducted within the pragmatic paradigm, employing a convergent mixed-methods approach, including convergent triangulation design, concurrent triangulation design, and a cross-sectional design. The sample consisted of 75 students from three private universities in Lima, who were administered an 18-item questionnaire designed by the researchers. A closed-ended survey was used to collect data. The analysis of the results was based on a thematic approach, highlighting students' reflections on the usefulness of these tools in preparing scientific articles. The findings indicate that the use of AI tools reduces the level of effort. However, biases and unethical use exist that lead to poor originality and unreliable results in scientific articles. During the discussion, it was suggested that while AI tools are very helpful, certain factors may raise questions about their reliability. In conclusion, the authors highlight students' perceptions of the usefulness of AI tools and how this could improve their effectiveness in optimizing the quality, reliability, and relevance of academic work.
Downloads
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who have publications in our journal accept the following terms:
- When a work is accepted for publication, the author retains rights of reproduction, distribution of his/her article for exploitation in all countries of the world in the format provided by our magazine and any other magnetic medium, optical, and digital.
- Authors will retain their copyright and guarantee the journal the right first to publish their work, which will be simultaneously subject to the Creative Commons Acknowledgment License (Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)). That allows third parties to copy and redistribute the material in any medium or format, under the following conditions: Acknowledgment - You must properly acknowledge authorship, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a way that suggests you have the licensor's endorsement or receive it for your use. NonCommercial - You may not use the material for a commercial purpose. NoDerivatives - If you remix, transform, or build from the material, you cannot broadcast the modified material. There are no additional restrictions - You cannot apply legal terms or technological measures that legally restrict you from doing what the license allows.
- Authors may adopt other non-exclusive license agreements to distribute the published version of the work (e.g., deposit it in an institutional archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet (e.g., in institutional telematic archives, repositories, libraries, or their website), producing exciting exchanges and increasing the published work's citations.
- Request of withdrawal an article has to be done in writing by the author to the Editor, becoming effective after a written response from the Editor. For this purpose, the author or authors will send correspondence via e-mail: [email protected].
- The author will not receive financial compensation for the publication of his work.
- All Docentes 2.0 Journal publications are under the Open Journal System (OJS) platform at: https://ojs.docentes20.com/.
References
Arias, F. (2023). El paradigma pragmático como fundamento epistemológico de la investigación mixta: Revisión sistematizada. Educación, Arte, Comunicación: Revista Académica e Investigativa, 12(2), 11–24. https://doi.org/10.54753/eac.v12i2.2020 DOI: https://doi.org/10.54753/eac.v12i2.2020
Ayd?n, Ö., & Karaarslan, E. (2023). OpenAI ChatGPT generated literature review: Digital twin in healthcare. Social Science Research Network. https://doi.org/10.2139/ssrn.4308687 DOI: https://doi.org/10.2139/ssrn.4308687
Berrones, L., & Salgado, S. (2023). La aplicación de la inteligencia artificial para mejorar la enseñanza y el aprendizaje en el ámbito educativo. Esprint Investigación, 2(1), 52-60. https://doi.org/10.61347/ei.v2i1.52 DOI: https://doi.org/10.61347/ei.v2i1.52
Bisquerra Alzina, R. (Coord.). (2009). Metodología de la investigación educativa (2.ª ed.). Editorial La Muralla. https://n9.cl/3u6b3
Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1. The Digital Competence Framework for Citizens. With eight proficiency levels and examples of use. Publications Office of the European Union.
Castillejos López, B. (2022). Inteligencia artificial y los entornos personales de aprendizaje: Atentos al uso adecuado de los recursos tecnológicos de los estudiantes universitarios. Educación, 31(60), 9 24. https://doi.org/10.18800/educacion.202201.001 DOI: https://doi.org/10.18800/educacion.202201.001
Chao-Rebolledo, C., & Rivera-Navarro, M. Á. (2024). Usos y percepciones de herramientas de inteligencia artificial en la educación superior en México. Revista Iberoamericana de Educación, 95(1), 57-72. https://doi.org/10.35362/rie9516259 DOI: https://doi.org/10.35362/rie9516259
Creswell, J. W., & Plano Clark, V. L. (2018). Diseño y desarrollo de métodos mixtos de investigación (3.ª ed.). Morata.
Comisión Europea. (2020). Libro blanco sobre la inteligencia artificial: Un enfoque europeo orientado a la excelencia y la confianza. COM/2020/65 final/2. https://n9.cl/bqh1eb
Christou, P., Hadjielias, E., Simillidou, A., & Kvasova, O. (2023). The use of intelligent automation as a form of digital transformation in tourism: Towards a hybrid experiential offering. Journal of Business Research, 155, 113415. https://doi.org/10.1016/j.jbusres.2022.113415 DOI: https://doi.org/10.1016/j.jbusres.2022.113415
Dergaa, I., Chamari, K., Zmijewski, P., & Saad, H. B. (2023). From human writing to artificial intelligence generated text: Examining the prospects and potential threats of ChatGPT in academic writing. Biology of Sport, 40(2), 615–622. https://doi.org/10.5114/biolsport.2023.125623 DOI: https://doi.org/10.5114/biolsport.2023.125623
Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148 DOI: https://doi.org/10.1080/14703297.2023.2190148
Dogan, M.E., Goru Dogan, T., & Bozkurt, A. (2023) The Use of Artificial Intelligence (AI) in Online Learning and Distance Education Processes: A Systematic Review of Empirical Studies. Appl. Sci., 13, 3056. https://doi.org/10.3390/app13053056 DOI: https://doi.org/10.3390/app13053056
Esteves, A. (2023). Aplicación de inteligencia artificial para el desarrollo de trabajos académicos en universidades del Perú: Un problema actual. En Proceedings of the II International Congress on Innovation, Science and Technology INUDI-UH (pp. 20–32). INUDI Peru University Institute of Innovation, Science and Technology. https://doi.org/10.35622/inudi.c.02.03 DOI: https://doi.org/10.35622/inudi.c.02.03
Franco-Lazarte, E. (2024). Inteligencia Artificial: Automatización y Desarrollo de la Creatividad en Estudiantes en la Educación Superior. Revista Tecnológica Educativa Docentes 2.0, 17(2), 268 - 275. https://doi.org/10.37843/rted.v17i2.574 DOI: https://doi.org/10.37843/rted.v17i2.574
García Ocaña, J. A., López Ocaña, G., & Torres Balcázar, C. A. (2019). Evaluación de medios de soporte en humedales artificiales con vegetación Sagittaria latifolia en la remoción de contaminantes básicos / Evaluation of media of support of artificial wetlands with vegetation Sagittaria latifolia in the removal of basics pollutants. CIBA Revista Iberoamericana De Las Ciencias Biológicas Y Agropecuarias, 8(15), 16 - 51. https://doi.org/10.23913/ciba.v8i15.82 DOI: https://doi.org/10.23913/ciba.v8i15.82
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference (4th ed.). Allyn & Bacon.
Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. https://doi.org/10.22201/fesc.20072236e.2019.10.18.6 DOI: https://doi.org/10.22201/fesc.20072236e.2019.10.18.6
Hernández-Sampieri, R., Fernández-Collado, C., & Baptista-Lucio, P. (2006). Análisis de los datos cuantitativos. En Metodología de la investigación (6.ª ed., pp. 270–335). McGraw-Hill / Interamericana Editores. ISBN: 978-607-15-0291-9
Holmes, W., Hui, Z., Miao, F., & Ronghuai, H. (2021). Inteligencia artificial y educación: Guía para las personas a cargo de formular políticas. UNESCO Publishing.
Juca-Maldonado, F. (2023). El impacto de la inteligencia artificial en los trabajos académicos y de investigación. Revista Metropolitana de Ciencias Aplicadas, 6(S1), 289-296. https://doi.org/10.62452/8nww1k83 DOI: https://doi.org/10.62452/8nww1k83
Kadry, S. (Ed.). (2024). Artificial intelligence and education: Shaping the future of learning. IntechOpen. ISBN 978 0 85466 783 3. https://doi.org/10.5772/intechopen.1002135 DOI: https://doi.org/10.5772/intechopen.1002135
Keles, P. U., & Aydin, S. (2021). University Students’ Perceptions about Artificial Intelligence.Shanlax International Journal of Education, 9,212-220. https://doi.org/10.34293/education.v9iS1-May.4014 DOI: https://doi.org/10.34293/education.v9iS1-May.4014
Kohnke, L. (2024). Exploring EAP students’ perceptions of GenAI and traditional grammar-checking tools for language learning. Computers and Education: Artificial Intelligence, 7, 100279. https://doi.org/10.1016/j.caeai.2024.100279 DOI: https://doi.org/10.1016/j.caeai.2024.100279
Kooli, C. (2023). Chatbots in education and research: A critical examination of ethical implications and solutions. Sustainability, 15(7), 5614. https://doi. org/10.3390/su15075614 DOI: https://doi.org/10.3390/su15075614
Mendoza, J. E., Jijón Sánchez, S., & Jijón Cañarte, L. (2024). Implicaciones éticas en el uso de inteligencia artificial en estudiantes universitarios. Polo del Conocimiento, 9(3), 877–904. https://doi.org/10.23857/pc.v9i3.6691
Morgan, D. L. (2007). Paradigms lost and pragmatism regained: Methodological implications of combining qualitative and quantitative methods. Journal of Mixed Methods Research, 1(1), 48–76. https://doi.org/10.1177/2345678906292462 DOI: https://doi.org/10.1177/2345678906292462
Naranjo, B. M. M., Izurieta, C. E. A., Tibán, L., Morrillo, C. S., & Salazar, A. J. (2023). Ética y Responsabilidad en la Implementación de la Inteligencia Artificial en la Educación. Ciencia Latina: Revista Multidisciplinar, 7(6), 28. https://doi.org/10.37811/cl_rcm.v7i6.8833 DOI: https://doi.org/10.37811/cl_rcm.v7i6.8833
Moreno Padilla, R. D. (2019). La llegada de la inteligencia artificial a la educación. Revista De Investigación En Tecnologías De La Información, 7(14), 260–270. https://doi.org/10.36825/RITI.07.14.022 DOI: https://doi.org/10.36825/RITI.07.14.022
Pizarro-Romero, J., & Lovón, M. (2025). El uso de la IA en cursos de redacción e investigación universitaria en el aula: una experiencia de caso. Desde el Sur, 17(1), e0015. Epub 30 de enero de 2025.https://doi.org/10.21142/des-1701-2025-0015 DOI: https://doi.org/10.21142/DES-1701-2025-0015
Rashid, J. F., Duong-Trung, N., & Pinkwart, N. (2024). Generative artificial intelligence in education: Technical foundations, applications, and challenges. En S. Kadry (Ed.), Artificial intelligence and education. IntechOpen. https://doi.org/10.5772/intechopen.1005402 DOI: https://doi.org/10.5772/intechopen.1005402
Ríos Hernández, I. N., Mateus, J. C., Rivera Rogel, D., & Rosa Ávila Meléndez, L. (2024). Percepciones de estudiantes latinoamericanos sobre el uso de la inteligencia artificial en la educación superior. Austral Comunicación, 13(1), e01302. https://doi.org/10.26422/aucom.2024.1301.rio DOI: https://doi.org/10.26422/aucom.2024.1301.rio
Román Acosta, D. D., Alarcón Osorio, D., & Rodríguez Torres, E. (2023). Implementación de ChatGPT: aspectos éticos, de edición y formación para estudiantes de posgrado. Revista Senderos Pedagógicos, 15(1), 15–31. https://doi.org/10.53995/rsp.v15i1.1592 DOI: https://doi.org/10.53995/rsp.v15i1.1592
Tapullima-Mori, C., Mamani-Benito, O., Turpo-Chaparro, J. E., Olivas-Ugarte, L. O., & Carranza-Esteban, R. F. (2024). Inteligencia artificial en la educación universitaria: Revisión bibliométrica en Scopus y Web of Science. Revista Electrónica Educare, 28(Supl.), [páginas en proceso de publicación]. https://doi.org/10.15359/ree.28-S.18489 DOI: https://doi.org/10.15359/ree.28-S.18489
Vera, F. (2023). Integración de la Inteligencia Artificial en la Educación superior: Desafíos y oportunidades. Transformar, 4(1), 17–34. https://orcid.org/0000-0002-4326-1660
Zhu, L., Lai, Y., Mou, W., Zhang, H., Lin, A., Qi, C., Yang, T., Xu, L., Zhang, J., & Luo, P. (2024). ChatGPT’s ability to generate realistic experimental images poses a new challenge to academic integrity. J Hematol Oncol 17, 27.https://doi.org/10.1186/s13045-024-01543-8 DOI: https://doi.org/10.1186/s13045-024-01543-8
Únete a nuestro canal de Telegram para recibir notificaciones de nuestras publicaciones
