Inteligencia artificial en la educación universitaria: Revisión bibliométrica en Scopus y Web of Science
DOI:
https://doi.org/10.15359/ree.28-S.18489Palabras clave:
producción científica, inteligencia artificial, IA, publicación científica, Scopus, Web of Science, ODS 4, Educación de calidad, tecnología educativa, ODS 9, Industria, innovación e infraestructura, investigación de innovaciónResumen
Introducción. La inteligencia artificial (IA) hoy juega un papel importante en la educación universitaria; en ese sentido, el objetivo de esta investigación es analizar la producción científica sobre IA en la educación universitaria bajo una revisión bibliométrica en Scopus y Web of Science (WoS). Método. Se realizó un análisis bibliométrico donde se analizaron 895 documentos publicados en revistas indexadas en la base de datos Scopus y WoS. Se aplicaron como términos: ‘artificial intelligence’, ‘computational intelligence’, ‘AI’, ‘university education’ y ‘university’, además se utilizaron los operadores booleanos AND y OR para ambas bases de datos. Resultados. Se encontraron 848 documentos en Scopus y 48 en WoS. China es el país con mayor producción científica, Brain-Broad Research in Artificial Intelligence, Neuroscience y Education Science son las revistas con mayor cantidad de publicaciones en WoS, mientras que en Scopus son Journal of Physics Conference y Advances in Intelligent Systems And Computing. Respecto al área temática, se encontró que la mayor producción corresponde a ciencias de la computación. En cuanto a la filiación, los autores pertenecen a instituciones de China y el artículo con mayor cantidad de citas es “Neuropsychological Bases of Self-Improvement of Own Physical Health of Future Teachers in the Course of University Education”. Conclusiones. Es necesario seguir investigando respecto la IA y sus implicancias en la educación universitaria, debido a su relevancia en los procesos de enseñanza-aprendizaje y la innovación interdisciplinaria que dota de herramientas para reforzar el conocimiento.
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