Evidence of learning in times of artificial intelligence from the theory of progressive cognitive evidence: a phenomenological study
DOI:
https://doi.org/10.71112/yfy1ba89Keywords:
artificial intelligence, evaluation of learning, higher education, phenomenology, progressive cognitive evidenceAbstract
The objective of the study was to understand the meaning that university students attribute to the learning evidence constructed during the use of AI tools, taking the Theory of Progressive Cognitive Evidence (TECP) as an interpretative referent. A qualitative study with a phenomenological focus was carried out among students from a private university in Lima. In the result, it was evident that students built evidence of learning during the use of AI tools, manifested in six dimensions such as the quality of reasoning, conceptual evolution, metacognitive reflection, self-regulation of learning, knowledge transfer and coherence between process and product. In conclusion, the evaluation of learning in contexts mediated by AI must focus on the cognitive evidence built during the formative process, supported by TECP as an interpretative framework to understand this progression.
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Copyright (c) 2026 Luis Angel Vega Palomino (Autor/a)
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