Impact of Artificial Intelligence use on the personalization of learning in ecuadorian public high school students
DOI:
https://doi.org/10.71112/k2gp8n40Keywords:
Artificial Intelligence, personalized learning, academic motivation, public high school, educational innovationAbstract
This study analyzes the impact of the use of Artificial Intelligence (AI) on the personalized learning experience of Ecuadorian public high school students. Using a quantitative and descriptive approach, a structured questionnaire was administered to a sample of second- and third-year students to identify the relationship between the pedagogical use of AI, motivation, and academic performance. The results show that AI-based tools allow content, feedback, and teaching pace to be tailored to individual characteristics, generating more inclusive and adaptive learning environments. Furthermore, a positive and significant correlation is observed between the frequency of AI use and perceptions of autonomy, motivation, and performance. It is concluded that the ethical and pedagogical integration of AI constitutes an innovative resource for improving educational quality, reducing digital divides, and strengthening equity in the Ecuadorian public high school system.
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