Abstract:

The use of artificial intelligence tools by students has become commonplace in higher education. This circumstance is generating controversy about the advantages and disadvantages that this type of tools can bring to the teaching and learning process. To address this problem, this paper studies the qualitative aspects of the use of artificial intelligence tools in the development of reading comprehension skills in the classroom. Through surveys, different qualitative aspects are analysed, such as the experiences of use, the perception that students have of them as tools that facilitate the learning process, the frequency of use, as well as the positive and negative impacts they may have. The results show how students recognise that artificial intelligence can be a suitable tool to improve efficiency in their learning process, but also highlight aspects that can discourage the effort needed to improve certain skills. These findings underline the need to design pedagogical strategies that integrate these tools in a balanced way, promoting a critical and reflective use. Overall, the results represent an advance in the integration of the latest technological advances in educational systems, highlighting both their benefits and limitations in the development of cognitive skills in higher education.

Keywords:

Artificial intelligence, ChatGPT, reading comprehension, synthesis, higher education.