Publication: Alfabetización en IA y experiencia subjetiva con un tutorvirtual basado en GPT en estudiantes de Kinesiología:estudio transversal
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Date
2026
Authors
Martínez Mena, Maximiliano ; Campos Montenegro, Italo
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Publisher
Universidad de Murcia : servicio de publicaciones
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DOI
doi.org/10.6018/edumed.715291
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info:eu-repo/semantics/article
Description
Abstract
Objetivo:Analizar la asociación entre condiciones autorreportadas de uso de un tutor virtual basadoen GPT y la experiencia subjetiva de aprendizaje en estudiantes de Kinesiología, considerando lamotivación académica como resultado primario. Métodos:Estudio observacional analítico de cortetransversal en una cohorte 2025 de estudiantes de Kinesiología expuestos a un tutor personalizadoGPT implementado como apoyo complementario al aprendizaje. Se aplicó una encuesta estructuradapara medir siete dimensiones subjetivas de experiencia: motivación, autoeficacia, facilitación delaprendizaje, reducción de ansiedad/estrés académico, calidad percibida, interacción/usabilidad yaceptación/valor percibido. Se evaluaron tres condiciones autorreportadas de uso: intensidad de usodel tutor, alfabetización en IA autorreportada mediante ítem único y conductas de verificaciónacadémica. Las asociaciones se analizaron mediante correlaciones bivariadas de Pearson. El resultadoprimario fue motivación académica; los resultados secundarios se ajustaron por multiplicidadmediante FDR de Benjamini-Hochberg. Resultados:Se incluyeron 23 estudiantes. Las trescondiciones autorreportadas de uso se asociaron positivamente con la motivación académica:intensidad de uso (r = 0,703; IC95% 0,409 a 0,865; p < 0,001), alfabetización en IA autorreportadamediante ítem único (r = 0,767; IC95% 0,519 a 0,896; p < 0,001) y conductas de verificación académica(r = 0,773; IC95% 0,530 a 0,899; p < 0,001). En los resultados secundarios, las asociaciones fueronpositivas y mantuvieron significación estadística tras el ajuste FDR. La nota final del curso sedescribió únicamente como referencia contextual, sin inferencias de efectividad académica.Conclusiones:En esta cohorte pequeña, las condiciones autorreportadas de uso de un tutor virtualbasado en GPT se asociaron positivamente con una experiencia subjetiva más favorable. Estoshallazgos deben interpretarse como asociaciones exploratorias, contextuales y basadas enautorreporte, sin inferir causalidad ni efectividad sobre el rendimiento académico. Futuros estudiosdeberán considerar muestras mayores, diseños longitudinales o controlados, instrumentos validadosy registros objetivos de interacción
Aim:To analyze the association between self-reported conditions of use of a GPT-based virtual tutorand the subjective learning experience in Kinesiology students, considering academic motivation asthe primary outcome. Methods:This was an analytical, cross-sectional observational study of a 2025cohort of Kinesiology students exposed to a GPT (Global Pedagogical Tutor) implemented as asupplementary learning support. A structured survey was administered to measure seven subjectivedimensions of experience: motivation, self-efficacy, facilitation of learning, reduction of academicanxiety/stress, perceived quality, interaction/usability, and acceptance/perceived value. Three self-reported usage conditions were assessed: intensity of tutor use, self-reported AI literacy (using asingle item), and academic checking behaviors. Associations were analyzed using bivariate Pearsoncorrelations. The primary outcome was academic motivation; secondary outcomes were adjusted formultiplicity using the Benjamini-Hochberg FDR. Results:Twenty-three students were included. Allthree self-reported usage conditions were positively associated with academic motivation: intensityof use (r = 0.703; 95% CI 0.409 to 0.865; p < 0.001), single-item self-reported AI literacy (r = 0.767; 95% CI0.519 to 0.896; p < 0.001), and academic checking behaviors (r = 0.773; 95% CI 0.530 to 0.899; p < 0.001).In secondary outcomes, the associations were positive and remained statistically significant after FDRadjustment. The final course grade was described only as a contextual reference, without inferences ofacademic effectiveness. Conclusions:In this small cohort, self-reported use of a GPT-based virtualtutor was positively associated with a more favorable subjective experience. These findings should beinterpreted as exploratory, contextual, and self-reported associations, without inferring causality oreffectiveness on academic performance. Future studies should consider larger samples, longitudinalor controlled designs, validated instruments, and objective records of interaction.
Aim:To analyze the association between self-reported conditions of use of a GPT-based virtual tutorand the subjective learning experience in Kinesiology students, considering academic motivation asthe primary outcome. Methods:This was an analytical, cross-sectional observational study of a 2025cohort of Kinesiology students exposed to a GPT (Global Pedagogical Tutor) implemented as asupplementary learning support. A structured survey was administered to measure seven subjectivedimensions of experience: motivation, self-efficacy, facilitation of learning, reduction of academicanxiety/stress, perceived quality, interaction/usability, and acceptance/perceived value. Three self-reported usage conditions were assessed: intensity of tutor use, self-reported AI literacy (using asingle item), and academic checking behaviors. Associations were analyzed using bivariate Pearsoncorrelations. The primary outcome was academic motivation; secondary outcomes were adjusted formultiplicity using the Benjamini-Hochberg FDR. Results:Twenty-three students were included. Allthree self-reported usage conditions were positively associated with academic motivation: intensityof use (r = 0.703; 95% CI 0.409 to 0.865; p < 0.001), single-item self-reported AI literacy (r = 0.767; 95% CI0.519 to 0.896; p < 0.001), and academic checking behaviors (r = 0.773; 95% CI 0.530 to 0.899; p < 0.001).In secondary outcomes, the associations were positive and remained statistically significant after FDRadjustment. The final course grade was described only as a contextual reference, without inferences ofacademic effectiveness. Conclusions:In this small cohort, self-reported use of a GPT-based virtualtutor was positively associated with a more favorable subjective experience. These findings should beinterpreted as exploratory, contextual, and self-reported associations, without inferring causality oreffectiveness on academic performance. Future studies should consider larger samples, longitudinalor controlled designs, validated instruments, and objective records of interaction.
Citation
Campos Montenegro, I., & Martínez Mena, M. (2026). Alfabetización en IA y experiencia subjetiva con un tutor virtual basado en GPT en estudiantes de Kinesiología: estudio transversal. Revista Española De Educación Médica, 7(4). https://doi.org/10.6018/edumed.715291
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