The Impact of AI-Enhanced Digital Textbooks on University Students’ Academic Performance in China

Yong Li

doi:10.46661/ijeri.13039

Autores/as

Yong Li Chongqing Technology and Business Institute https://orcid.org/0009-0007-2467-8421

DOI:

https://doi.org/10.46661/ijeri.13039

Palabras clave:

Libros de texto digitales mejorados con Inteligencia Artificial, aprendizaje electrónico, aprendizaje personalizado, China digital, educación vocacional, educación STEM

Resumen

Esta investigación analiza los mecanismos mediadores y los factores contingentes que subyacen a la efectividad de los libros de texto digitales mejorados con inteligencia artificial (AI-EDT) en estudiantes universitarios chinos. Empleando modelado de ecuaciones estructurales por mínimos cuadrados parciales (PLS-SEM) con datos de 554 estudiantes, este artículo propone un marco conceptual en el que las características de los libros de texto con IA (AITF) inciden en el rendimiento académico (AP) mediante dos vías diferenciadas: el impacto percibido en el aprendizaje (PLI) y el aprendizaje autodirigido (SDL). Los resultados revelan que las AITF ejercen un efecto positivo sobre el PLI (β = 0.427) y el SDL (β = 0.356), los cuales median parcialmente la relación AITF-AP. La infraestructura y el soporte para el aprendizaje (LIS) moderan el vínculo AITF-PLI (β = 0.189), en tanto que la efectividad comparativa (CE) fortalece la conexión PLI-AP (β = 0.234). Estos hallazgos demuestran que el éxito de los AI-EDT no radica únicamente en su dimensión tecnológica, sino que depende de ecosistemas institucionales y de percepciones comparativas favorables por parte de los estudiantes. El estudio ofrece un marco fundamentado en evidencia para la integración de herramientas basadas en IA, al tiempo que subraya la sinergia entre innovación pedagógica, adaptación conductual y soporte contextual.

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Citas

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