Between interactions and identities: the use of artificial intelligence in the construction of students digital identity
DOI:
https://doi.org/10.71112/9k9zdc04Keywords:
digital identity, generative artificial intelligence, teaching and learning processes, students, digital footprintAbstract
This qualitative study analyzes the influence of Generative Artificial Intelligence (GAI) on the construction and reconfiguration of the digital identity of graduate students at a private university. Using an inductive-deductive methodology and a multiple case study design, the technological and narrative trajectories of three students were examined through in-depth interviews and digital footprint tracking. The findings reveal that digital identity is shaped by three interdependent processes: cognitive delegation to systems, negotiation of public authenticity, and affective reordering around online presence. The case analysis demonstrates a dichotomous tension between 'techno-optimist' views, which prioritize efficiency and extended creativity, and 'techno-pessimist' positions, marked by fears of dependence and loss of cognitive autonomy. The research concludes that GAI is not merely a pedagogical tool but an epistemic infrastructure integrated into everyday life, transforming digital identity into a hybrid, socio-technical.
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Copyright (c) 2025 Jorge García Ávila, Luis Daniel Lozano Flores (Autor/a)
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