Abstract:

This scientific article analyses the results of a systematic review of the scientific literature carried out in the ISI WOS database, with the aim of answering two questions: Do scientific contributions to artificial intelligence relate to media literacy? And if so, under what aspects is media competition highlighted? Artificial intelligence aims to make machines do the same tasks as the mind (Boden, 2017). Media literacy can be defined as the ability to access, understand, create and critically evaluate media and content circulating through them (European Commission, 2019; NAMLE, 2021; Ferrés and Piscitelli, 2012). The search was carried out between 2013-2023 using the descriptor “Artificial Intelligence”, refined by “media* competenc*”. Out of a total of 132,427 articles, applying different inclusion and exclusion criteria results in a corpus of two articles with effects. The results show that the articles on artificial intelligence treat media literacy from two perspectives: from the perspective of how technological resources can improve organisational performance, and as an opportunity to improve education by using the new technologies brought about by the digital revolution, including artificial intelligence. However, there is a lack of research on the impact of media education in the Global South. This shows that media literacy is not taken into account in the field of artificial intelligence. The advent of artificial intelligence brings with it a paradigm shift and new challenges for media education. It concludes that there is still much scope for research that takes media literacy into account in the development of artificial intelligence.

Keywords:

Media Education, Educommunication, Artificial Intelligence, Media Competence, Systematic Review of Scientific Literature, Web of Science.