Learning Analytics and Responsible Artificial Intelligence for Data-Driven Pedagogical Decision-Making in Basic Education: A Systematic and Empirical Perspective
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analítica de aprendizaje, inteligencia artificial, educación básica, equidad educativa, IA éticaResumen
Se estudia el papel de la analítica de aprendizaje apoyada por inteligencia artificial responsable en la toma de decisiones pedagógicas basadas en datos en educación básica, integrando evidencia empírica y consideraciones éticas. Se empleó un diseño en dos fases que integró una revisión sistemática de la literatura y un estudio empírico cuantitativo de tipo explicativo. En una primera fase se desarrolló una revisión sistemática de la literatura siguiendo la guía PRISMA 2020, analizando 85 estudios publicados entre 2020 y 2025 en bases de datos de alto impacto. En una segunda fase, se llevó a cabo un estudio empírico cuantitativo de tipo explicativo y transversal en instituciones públicas de educación básica. La fase empírica incluyó 312 estudiantes de educación primaria superior y secundaria inferior, así como 60 docentes de las áreas de Lengua, Matemática y Ciencias. Los resultados evidencian asociaciones significativas entre indicadores de analítica de aprendizaje y la toma de decisiones pedagógicas informadas. Asimismo, las percepciones sobre inteligencia artificial responsable—especialmente transparencia, explicabilidad y supervisión humana—emergieron como los predictores más fuertes de la confianza docente en los sistemas analíticos. El estudio propone y valida empíricamente un marco conceptual integrador que articula analítica de aprendizaje, inteligencia artificial responsable y agencia docente, contribuyendo al desarrollo de enfoques éticos, inclusivos y basados en evidencia para la innovación educativa en educación básica.
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