Teaching artificial intelligence through machine learning: an active learning approach in primary education classrooms

José Manuel Sáez López; Sara Redondo Duarte; Adrian Neubauer Esteban; Mario Pena Garrido

doi:10.46661/ijeri.13119

Autores/as

José Manuel Sáez López Universidad Nacional de Educación a Distancia https://orcid.org/0000-0001-5938-1547
Sara Redondo Duarte Universidad Nacional de Educación a Distancia https://orcid.org/0000-0003-2012-8784
Adrian Neubauer Esteban Universidad Nacional de Educación a Distancia https://orcid.org/0000-0002-6774-1538
Mario Pena Garrido Universidad Nacional de Educación a Distancia https://orcid.org/0000-0001-6726-5319

DOI:

https://doi.org/10.46661/ijeri.13119

Palabras clave:

Inteligencia artificial, codificación, educación primaria, tecnología educativa, aprendizaje automático

Resumen

Esta investigación examina la implementación de conceptos de aprendizaje automático en educación primaria a través de una muestra de 1009 estudiantes de quinto grado. La intervención consistió en un conjunto de actividades estructuradas relacionadas con el aprendizaje automático utilizando Teachable Machine y RAISE (basado en Scratch 3.0). Se empleó un diseño de investigación preexperimental que combinó análisis descriptivo e inferencia estadística. Específicamente, se aplicó la prueba t de Student para analizar la primera dimensión, mientras que la prueba de Wilcoxon se utilizó para la segunda. Los resultados indican que los estudiantes de primaria mejoraron su comprensión del aprendizaje automático y las formas en que se desarrollan los modelos de inteligencia artificial. Además, los estudiantes con experiencia previa en el uso de Scratch obtuvieron puntuaciones más altas y mostraron mayor motivación en comparación con aquellos sin experiencia en entornos de programación basados en bloques. Los hallazgos sugieren que las actividades de aprendizaje interactivas centradas en el aprendizaje automático son eficaces para motivar a los estudiantes y facilitar su comprensión de la IA, incluyendo cómo se entrena y genera. Además, estas actividades aumentaron la participación y el disfrute durante las sesiones. En general, el estudio demuestra que implementar diseños pedagógicos dirigidos a introducir el aprendizaje automático y la inteligencia artificial en educación primaria es viable y beneficioso.

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