Undergraduate Student Interactions with Generative Artificial Intelligence: A Case Study at a Mexican Technological Institute
Keywords:
Artificial Intelligence, Higher Education, Educational Technology, Critical Thinking, Active LearningAbstract
This article aims to assess the quality of interactions between undergraduate students at a Mexican technological institute in the State of Michoacán and ChatGPT, a Generative Artificial Intelligence (GAI) tool. The evaluation focuses on analyzing the quality of prompts provided by students in the Computer Systems program. A total of 76 valid and legible links, containing the corresponding interactions, were received. These links undergo a critical analysis based on the Revised Bloom's Taxonomy to verify the level of critical thinking applied by this group of students during their interactions with the GAI. The results obtained provide valuable insights into how the interaction between students and ChatGPT influences the quality of generated responses and the learning process, both in terms of machine learning and human cognition.
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