Inteligencia artificial generativa: Un contexto disruptivo en el acceso a la información

Autores/as

DOI:

https://doi.org/10.3145/infonomy.24.013

Palabras clave:

Inteligencia artificial generativa, ChatGPT, Políticas institucionales, Integridad académica, Plagio, Regulación del uso, Docencia, Investigación, Evidencias científicas, Infoxicación

Resumen

A lo largo del último año se ha producido una eclosión de las aplicaciones de inteligen-cia artificial que permiten generar todo tipo de contenidos, lo que ha causado un pro-fundo impacto a todos los niveles y particularmente en el ámbito educativo. Estas herramientas plantean un contexto disruptivo sin precedentes en relación con el acceso a la información, derivado de su carácter interactivo, contextual y generativo, cuyas implicaciones probablemente van mucho más allá que otras innovaciones precedentes y exigen una reacción de la academia, que debe fundamentarse en unas políticas y directrices claras, alineadas con los principios de la integridad académica y las eviden-cias científicas existentes.

Biografía del autor/a

Gregorio González-Alcaide, Universitat de València

Citas

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Publicado

2024-02-23