Inteligencia artificial generativa: Un contexto disruptivo en el acceso a la información
DOI:
https://doi.org/10.3145/infonomy.24.013Palabras clave:
Inteligencia artificial generativa, ChatGPT, Políticas institucionales, Integridad académica, Plagio, Regulación del uso, Docencia, Investigación, Evidencias científicas, InfoxicaciónResumen
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.Citas
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Derechos de autor 2024 Gregorio González-Alcaide
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
