Abstract:

Artificial intelligence (AI) term was first coined by a small group of scientists that discussed, in The Dartmouth Summer Research Project on Artificial Intelligence AI in 1956, the possible programming of machines to learn and apply knowledge (McCarthy et al., 1956). From that moment, AI has spread throughout the world. The irruption of AI is in expansion and plays a significant role in distinct fields to solve complex problems. (Jindal et al., 2021). Thus, it is not surprising the implementation of AI in the education area, given its various potential advantages such as innovation in the teaching-learning process, personalized learning that provide specific strategies according to each student's needs and abilities, efficient administrative task or enhanced access to education with expansion of educational resources.

AI have the potential to revolutionize teaching and learning in higher education. But, to achieve a correct application of AI in education, preliminary challenges in the AI-education binomial should be addressed such as data privacy and security, equal access to all students, ethical considerations, quality and effectiveness. On the other hand, a successful integration of AI in education requires both, teacher and students, to be adequately trained with AI technologies.

Generative AI refers to a category of AI systems that consists of applications or computer programs that use AI algorithms to generate different original content such as images, text, audio, music or videos, from existing data. Universities are working to provide programs to implement generative AI as a complementary tool in the teaching practice. To integrate generative AI into the educational field, teachers need to be trained in digital teaching skills. Moreover, it is essential to promote a responsible and ethical use of AI.

The aim of this work is the implementation and evaluation of generative AI as a complementary tool to support the didactic methodologies used in 8 undergraduates Degrees of public and private universities from the region of Madrid, to improve teaching and learning process, thereby progressing toward a more effective educational system. 17 subjects of different courses (53% of 1st course, 23.5% of 2nd course, 17.5% of 3rd course and 6% of 4th course). 70.5% are compulsory subjects, 23.5% basic subjects and 6 % optative subjects. Currently, the activity is being carried out in all the subjects taught in the first semester of the course that involves 60% of the total of the subjects implied. An initial questionnaire is carried out before the beginning of the activity to have information about students' opinion, knowledge and use of AI tools. Among the proposed activities are "AI-assisted scientific research workshop", "AI to solve numerical exercises and practical cases" or "the use of quiz wizar, the AI of Wooclap". All these activities are included within an INNOVA Project entitled Teaching-Innovating-Advancing-Generating: Generative Artificial Intelligence (T-GAI) funded by the Complutense University of Madrid.

Keywords:

university, didactic methodology, artificial intelligence.