Abstract:

Artificial Intelligence (AI) has permeated the educational field and has transformed it in a short time so that currently, it is difficult to separate the training process of students from the use of this tool, especially in the case of undergraduate students if it is thought that this academic stage prepares them to face the challenges of their professional life. The integration of AI in the curriculum considers its application in the technical processes of the different disciplines and its use within the educational process itself since it has been found that it is incorporated naturally with the different instructional strategies, enhancing its academic impact.

The innovation refers to using the Invideo AI and the Flipped Learning methodology in teaching physics. It focuses on using student-centered active learning methodologies that better adhere to the characteristics of the new generations that are more creative and proactive and require spaces where they can express themselves, give their opinions, and learn collaboratively. For implementation, students were asked to generate a video before class using Invideo AI, a tool that, using AI, generates videos based on a prompt created by the user. Writing the prompt requires knowledge and integration of the topic's fundamentals and its application at an industrial level so that the generated video adheres to the validated theoretical concepts. Before class, the videos were sent to the teacher for review.

The implementation was conducted with two first-semester groups, including students from the Industrial and Systems Engineering, Mechanical Engineering and Administration, and Mechatronics Engineering majors. One group was randomly designated as the control group and the other as the experimental group. The impact of the implementation was evaluated as the students' learning gain, measured through the application of validated pre-and post-tests, which are available and were generated expressly on the PhysPort platform.

It was found that the students in the experimental group gained significantly more knowledge than the control group. The experience allowed the students to take responsibility for their learning process and helped them develop collaborative skills.

Keywords:

Undergraduate Students, Educational Innovation, Artificial intelligence, Flipped Learning.