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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- Use of ChatGPT at university as a tool for complex thinking:students' perceived usefulness(Universidad de Alicante, 2023-07-15) Romero Rodríguez, José María; Ramírez Montoya, María Soledad; Buenestado Fernández, Mariana; Lara Lara, Fernando; https://ror.org/04njjy449; https://ror.org/03ayjn504; https://ror.org/046ffzj20Artificial intelligence (AI) and AI-based chatbots, such as ChatGPT, are transforming the approach to education. In particular, ChatGPT's potential to process large amounts of data and learn from user interactions makes it a beneficial resource for students, albeit with some reluctance from some teachers. This study aimed to explore the acceptance of ChatGPT by university students. The researchers administered an online survey to 400 Spanish university students aged 18-64 (M = 21.80; SD = 6.40). The results of the methodological approach based on the UTAUT2 model for technology adoption showed that: 1) gender was not a determining variable in any construct while the experience of use was a factor conditioning a higher score on all constructs; 2) experience, performance expectancy, hedonic motivation, price value, and habit were influential in behavioral intention to use ChatGPT; 3) facilitating conditions, habit, and behavioral intention were conditioning factors in user behavior. Finally, this report discusses the findings and practical implications of the work and recommends some good uses for ChatGPT.
- Development of complex thinking in a professional training process: An approach to business students of a mexican university(2023-07-14) Carlos Arroyo, Martina; Vázquez Parra, José Carlos; Cruz Sandoval, Marco Antonio; Romero Rodríguez, José María; https://ror.org/03ayjn504; https://ror.org/04njjy449This article aims to present an analysis of the development of the level of perceived achievement of complex thinking competency in a group of business students at a university in Mexico. The intention was to identify the scaling of the competency and its sub-competencies during the training process and whether the students have the necessary skills to solve the problems and meet the challenges of their future environments. The study conducted exploratory and multivariate descriptive statistical analyses. The results showed that the participants perceived their achievement of the competency and its sub-competencies highly at the end of their training process and that the students scaled up their sub-competencies considerably.
- Collaborative online international learning between Spain and Mexico: a microlearning experience to enhance creativity in complexity(Emerald, 2022-11-19) Ramírez Montoya, María Soledad; Romero Rodríguez, José María; Glasserman Morales, Leonardo David; Navas Parejo, Magdalena Ramos; Instituto Tecnológico y de Estudios Superiores de MonterreyThe aim of this paper was to analyse the creative competence of students before and after a microlearning experience carried out in a collaborative online international learning (COIL) environment between Spanish and Mexican university students in the field of education and entrepreneurship. A single-group quasi-experimental design with pretest and posttest measures was adopted. The composition of the group was natural and included a total of 57 students who participated in the COIL experience. The duration was three weeks, where students from both countries were linked together in the development of a microlearning project. The Creativity Self-Efficacy Scale was used as a data collection instrument. The microlearning activities through COIL developed the creative competence of the participating students. In particular, the groups from both universities improved their scores on the creative competence in the post-test compared to the pre-test measure. The limitations of this study were linked to the sample loss of some cases, as some students did not complete the post-test measure. The main implication of the study was to demonstrate that COIL experiences are suitable for developing certain skills in students, such as creative competence or cooperative work. COIL experiences break down the barriers of physical space and give students an active role, allowing them to fully develop competences and offering an intercultural perspective, which encourages open-mindedness and understanding of the world.