Diseñando una Tutora Virtual con IA Generativa: Estudio de los Efectos de la Modalidad y la Presencia de Avatar en la Experiencia de Usuario
DOI:
https://doi.org/10.47756/aihc.y10i1.201Palabras clave:
Tutoría virtual, Inteligencia artificial generativa, interacción humano-computadora, Percepción de utilidad, Confianza, Comportamiento interactivoResumen
En los últimos años, los tutores virtuales basados en IA han despertado creciente interés en la educación superior; sin embargo, aún existe poca evidencia empírica en América Latina y, en particular, en México. Este trabajo describe el diseño y la evaluación preliminar de un prototipo de un tutor virtual basado en Inteligencia Artificial generativa. En este trabajo se estudia el efecto de la modalidad de interacción del usuario con el tutor (voz vs. texto) y de la presencia de un avatar visual, considerando métricas como satisfacción, percepción de utilidad, confianza en el sistema y comportamiento interactivo. Se utilizó un diseño experimental 2×2 between-subjects con 22 estudiantes universitarios de ingeniería. Los resultados muestran diferencias conductuales. Los participantes en la condición de voz mostraron mayor tiempo activo, mientras que quienes usaron texto enviaron más mensajes. La presencia del avatar no generó efectos estadísticamente significativos en ninguna variable. Estos hallazgos sugieren que la modalidad de interacción influye en la dinámica de interacción, aunque no modifica la percepción general de la plataforma, lo cual puede tener implicaciones prácticas para el diseño adaptativo de tutores virtuales educativos basados en inteligencia artificial.
Descargas
Citas
Schei, O. M., Møgelvang, A., & Ludvigsen, K. Perceptions and Use of AI Chatbots among Students in Higher Education: A Scoping Review of Empirical Studies, Education Sciences, vol. 14, no 8, p. 922, Aug. 2024, https://doi.org/10.3390/educsci14080922 DOI: https://doi.org/10.3390/educsci14080922
Belda-Medina, J., & Kokošková, V. Integrating chatbots in education: insights from the Chatbot-Human Interaction Satisfaction Model (CHISM), International Journal of Educational Technology in Higher Education, vol. 20, n.o 1, p. 62, Dec. 2023, https://doi.org/10.1186/s41239-023-00432-3 DOI: https://doi.org/10.1186/s41239-023-00432-3
Fink, M. C., Robinson, S. A., Ertl, B. AI-based avatars are changing the way we learn and teach: benefits and challenges, Front. Educ., vol. 9, Jul. 2024, https://doi.org/10.3389/feduc.2024.1416307 DOI: https://doi.org/10.3389/feduc.2024.1416307
Nass, C., & Reeves, B. (2000). The Media Equation: How People Treat Computers, Television, and New Media Like Real People and Places. CSLI Publications.
Davis, F. D. Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology, MIS Quarterly, vol. 13, no. 3, pp. 319-340, 1989, https://doi.org/10.2307/249008 DOI: https://doi.org/10.2307/249008
Brooke, J. (1996). SUS: A “quick and dirty” usability scale. In P. W. Jordan, B. Thomas, B. A. Weerdmeester & I. L. McClelland (Eds.), Usability Evaluation in Industry (pp. 189–194). CRC Press.
Zhang, Y., Lucas, M., Bem-haja, P., & Pedro, L. AI versus human-generated voices and avatars: rethinking user engagement and cognitive load, Educ Inf Technol, jun. 2025, https://doi.org/10.1007/s10639-025-13654-x DOI: https://doi.org/10.1007/s10639-025-13654-x
Ma, N., Khynevych, R., Hao, Y., & Wang, Y. Effect of anthropomorphism and perceived intelligence in chatbot avatars of visual design on user experience: accounting for perceived empathy and trust, Front. Comput. Sci., vol. 7, may 2025, https://doi.org/10.3389/fcomp.2025.1531976. DOI: https://doi.org/10.3389/fcomp.2025.1531976
Tan, S. F. Perceptions of students on artificial intelligence-generated content avatar utilization in learning management system, Asian Association of Open Universities Journal, vol. 19, no. 2, pp. 170-185, Sep. 2024, https://doi.org/10.1108/AAOUJ-12-2023-0142 DOI: https://doi.org/10.1108/AAOUJ-12-2023-0142
Islam, M. Z., & Wang, G. Avatars in the educational metaverse, Visual Computing for Industry, Biomedicine, and Art, vol. 8, no. 1, p. 15, jun. 2025, https://doi.org/10.1186/s42492-025-00196-9. DOI: https://doi.org/10.1186/s42492-025-00196-9
Zaky, Y. A. M., & Gameil, A. A. Exploring the Use of Avatars in the Sustainable Edu-Metaverse for an Alternative Assessment: Impact on Tolerance, Sustainability, vol. 16, n.o 15, p. 6604, ene. 2024, https://doi.org/10.3390/su16156604. DOI: https://doi.org/10.3390/su16156604
Hilliger, I., Ortiz‐Rojas, M., Pesántez‐Cabrera, P., Scheihing, E., Tsai, Y. S., Muñoz‐Merino, P. J., ... & Pérez‐Sanagustín, M. Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities, British Journal of Educational Technology, vol. 51, no. 4, pp. 915-937, 2020, https://doi.org/10.1111/bjet.12933. DOI: https://doi.org/10.1111/bjet.12933
Mageira, K., Pittou, D., Papasalouros, A., Kotis, K., Zangogianni, P., & Daradoumis, A. Educational AI Chatbots for Content and Language Integrated Learning, Applied Sciences, vol. 12, no. 7, p. 3239, Jan. 2022, https://doi.org/10.3390/app12073239 DOI: https://doi.org/10.3390/app12073239
Kuhail, M. A., Alturki, N., Alramlawi, S., & Alhejori, K. Interacting with educational chatbots: A systematic review, Educ Inf Technol, vol. 28, n.o 1, pp. 973-1018, Jan. 2023, https://doi.org/10.1007/s10639-022-11177-3. DOI: https://doi.org/10.1007/s10639-022-11177-3
Labadze, L., Grigolia, M., & Machaidze, L. Role of AI chatbots in education: systematic literature review, International Journal of Educational Technology in Higher Education, vol. 20, no. 1, p. 56, oct. 2023, https://doi.org/10.1186/s41239-023-00426-1 DOI: https://doi.org/10.1186/s41239-023-00426-1
Davar, N. F., Dewan, M. A. A., Zhang, X. AI Chatbots in Education: Challenges and Opportunities, Information, vol. 16, n.o 3, p. 235, mar. 2025, https://doi.org/10.3390/info16030235. DOI: https://doi.org/10.3390/info16030235
Zou, M., & Huang, L. To use or not to use? Understanding doctoral students’ acceptance of ChatGPT in writing through technology acceptance model, Front. Psychol., vol. 14, oct. 2023, https://doi.org/10.3389/fpsyg.2023.1259531. DOI: https://doi.org/10.3389/fpsyg.2023.1259531
Yeti̇şensoy, O., & Karaduman, H. The effect of AI-powered chatbots in social studies education, Educ Inf Technol, vol. 29, n.o 13, pp. 17035-17069, Sep. 2024, https://doi.org/10.1007/s10639-024-12485-6. DOI: https://doi.org/10.1007/s10639-024-12485-6
Kooli, C. Chatbots in Education and Research: A Critical Examination of Ethical Implications and Solutions, Sustainability, vol. 15, no. 7, p. 5614, Jan. 2023, https://doi.org/10.3390/su15075614. DOI: https://doi.org/10.3390/su15075614
Pontual Falcão, T., Ferreira Mello, R., Lins Rodrigues, R. Applications of learning analytics in Latin America., British Journal of Educational Technology, vol. 51, no. 4, p. 871, Jul. 2020, https://doi.org/10.1111/bjet.12978. DOI: https://doi.org/10.1111/bjet.12978
Jian, J. Y., Bisantz, A. M., Drury, C. G. Foundations for an Empirically Determined Scale of Trust in Automated Systems, International Journal of Cognitive Ergonomics, vol. 4, no. 1, pp. 53-71, mar. 2000, https://doi.org/10.1207/S15327566IJCE0401_04. DOI: https://doi.org/10.1207/S15327566IJCE0401_04
Reicherts, L., Rogers, Y., Capra, L., Wood, E., Duong, T. D., & Sebire, N. It’s Good to Talk: A Comparison of Using Voice Versus Screen-Based Interactions for Agent-Assisted Tasks, ACM Trans. Comput.-Hum. Interact., vol. 29, n.o 3, p. 25:1-25:41, ene. 2022, https://doi.org/10.1145/348422. DOI: https://doi.org/10.1145/3484221
Rzepka, C., Berger, B., & Hess, T. Voice Assistant vs. Chatbot – Examining the Fit Between Conversational Agents’ Interaction Modalities and Information Search Tasks, Inf Syst Front, vol. 24, no. 3, pp. 839-856, jun. 2022, https://doi.org/10.1007/s10796-021-10226-5 DOI: https://doi.org/10.1007/s10796-021-10226-5
Chae, S. W., Lee, K. C., Seo, Y. W. Exploring the Effect of Avatar Trust on Learners’ Perceived Participation Intentions in an e-Learning Environment, International Journal of Human–Computer Interaction, vol. 32, no. 5, pp. 373-393, May 2016, https://doi.org/10.1080/10447318.2016.1150643. DOI: https://doi.org/10.1080/10447318.2016.1150643
Baake, J., Schmitt, J., Metag, J. Balancing realism and trust: AI avatars, In science communication, JCOM, vol. 24, n.o 2, p. A03, abr. 2025, https://doi.org/10.22323/2.24020203. DOI: https://doi.org/10.22323/2.24020203
Canales, R., Roble, D., & Neff, M. The Impact of Avatar Stylization on Trust. Proc. IEEE VR 2024, 418–428. https://doi.org/10.1109/VR58804.2024.00063 DOI: https://doi.org/10.1109/VR58804.2024.00063
Doherty, K., & Doherty, G. Engagement in HCI: Conception, Theory and Measurement, ACM Comput. Surv., vol. 51, n.o 5, p. 99:1-99:39, nov. 2018, https://doi.org/10.1145/3234149. DOI: https://doi.org/10.1145/3234149
Karimah, S. N., & Hasegawa, S. Automatic engagement estimation in smart education/learning settings: a systematic review of engagement definitions, datasets, and methods, Smart Learning Environments, vol. 9, n.o 1, p. 31, Nov. 2022, https://doi.org/10.1186/s40561-022-00212-y. DOI: https://doi.org/10.1186/s40561-022-00212-y
Ray, A. E., Greene, K., Pristavec, T., Hecht, M. L., Miller-Day, M., & Banerjee, S. C. Exploring indicators of engagement in online learning as applied to adolescent health prevention: a pilot study of REAL media, Education Tech Research Dev, vol. 68, n.o 6, pp. 3143-3163, dic. 2020, https://doi.org/10.1007/s11423-020-09813-1. DOI: https://doi.org/10.1007/s11423-020-09813-1
Rivadeneira, L., Bellido de Luna, D., Fernández, C. (2025). Exploring the role of ChatGPT in higher education institutions: Where does Latin America stand? Digital Government: Research and Practice. https://doi.org/10.1145/3689370 DOI: https://doi.org/10.1145/3689370
Salas-Pilco, S. Z., & Yang, Y. Artificial intelligence applications in Latin American higher education: a systematic review, International Journal of Educational Technology in Higher Education, vol. 19, art. 21, 2022, https://doi.org/10.1186/s41239-022-00326-w. DOI: https://doi.org/10.1186/s41239-022-00326-w
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Ramón J. Carabeo, Luis A. Castro
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
AMexIHC hace todo el esfuerzo para asegurar la precisi´n y rigurosidad de la informaci´ón (el "Contenido") contenida en nuestras publicaciones. Sin embargo, AMexIHC y nuestros representantes no representan o garantizan de ninguna manera la precisi´ón, completitud o pertinencia de el Contenido para ning´ún propósito. Cualquier opinión y punto de vista expresados en esta publicación son las opiniones y puntos de vista de los autores, y no son de ninguna manera los puntos de vista o con anuencia de AMexIHC. La precisi´ón de el Contenido no debería ser confiada en su totalidad y debería ser corroborada con las fuentes primarias de informaci´ón.
