Publicación: TECHNOLOGY AND ARTIFICIAL INTELLIGENCE IN EDUCATION: BIAS AND THREATS IN ONLINE EVALUATION
Fecha
2024
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ARETÉ
Resumen
ONE OF THE CHALLENGES IN EDUCATION IS TO ENSURE THE RELIABILITY AND VALIDITY OF ASSESSMENTS, A PROBLEM PARTICULARLY PRESENT IN THE ONLINE MODALITY AND DEEPENED WITH THE IRRUPTION OF ARTIFICIAL INTELLIGENCE. THIS ARTICLE ANALYZES THE GRADES OF 270,000 HIGH SCHOOL STUDENTS DURING THE YEARS 2018 AND 2021 IN ONLINE AND FACE-TO-FACE MODALITY.UUSING A QUANTITATIVE METHODOLOGY OF INFERENTIAL STATISTICAL ANALYSIS, BIVARIATE CONTRASTS OF ACADEMIC PERFORMANCE WERE PERFORMED, CONTROLLING FOR THE INDICATORS OF IDENTICAL GROUPS AND HOMOGENEOUS LEVELS. RESULTS: IT IS REPORTED THAT IN THE ONLINE MODALITY A SIGNIFICANT IMPROVEMENT IN GRADES WAS OBSERVED. HOWEVER, THE MAGNITUDE OF THESE IMPROVEMENTS WOULD BE CONDITIONED BY THE TYPE OF SCHOOL AND SOCIOECONOMIC GROUP OF ITS STUDENTS, WITH HIGHER INCOME STUDENTS BENEFITING MORE FROM THE ADVANTAGES OF VIRTUALITY. IT IS CONCLUDED THAT TECHNOLOGIES, INCLUDING ARTIFICIAL INTELLIGENCE, HAVE THE CAPACITY TO DEEPEN PRE-EXISTING EDUCATIONAL GAPS DUE TO THE DIFFERENTIAL LEVELS OF AVAILABILITY AND EDUCATIONAL USE THAT STUDENTS MAKE OF THEM, HIGHLIGHTING THE NEED FOR ACTIONS TO GUARANTEE EQUAL CONDITIONS FOR LEARNING IN THIS CONTEXT DUE TO THE STUDENT'S CAPACITY AND EFFORT.
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Secondary education, Information technology, Distance education, Artificial intelligence, Academic achievement
