Influence of Generative Intelligence Tools (Chat GPT/Gemini) on Learning and Assessment Processes in Upper Basic Education

Abstract

This article aims to evaluate the impact of generative artificial intelligence tools, such as ChatGPT and Gemini, on the learning and assessment of Upper Basic Education students at the Unidad Educativa de las Fuerzas Armadas Colegio Militar N°4 Abdón Calderón. This research followed a quantitative, descriptive, and cross-sectional methodology, meaning it was assigned to a non-experimental design model. For the study, a survey was conducted with 68 students aged 13 to 15, seeking to collect information regarding their knowledge of artificial intelligence, their experience in its use, and their opinions with respect to their educational environment. The results show that 98.5% of the students are familiar with these tools and that their primary use consists of helping them understand lessons, generate ideas, or assist in their studies. 80% of them believe that artificial intelligence helps in their learning and comprehension of complex topics, allowing them to learn at their own pace. 85.3% believe that it can contribute positively to their academic grades, but 88.2% warn of its capacity to affect academic honesty. Furthermore, there is a lack of pedagogical involvement by the teaching staff and a strong demand for guidance on the responsible use of these tools. Thus, generative artificial intelligence has great potential as an educational resource, but its impact is conditioned by educational mediation.