Analysis of the Integration of ChatGPT in University Learning Supported by Blogs
DOI:
https://doi.org/10.5281/zenodo.15565833Keywords:
Artificial Intelligence, University Education, ChatGPT, Prompt, Blogs, Virtual Assistant.Abstract
Generative artificial intelligence (AI) is revolutionizing the academic landscape, prompting educators to rethink traditional teaching and learning models. This study offers concrete recommendations for the effective implementation of ChatGPT in university technical courses and proposes its pedagogical integration combined with reflective tools such as digital blogs to mitigate the risks of technology dependency. It also highlights the need for additional research evaluating its long-term impact in different educational contexts. ChatGPT was implemented as a virtual assistant in a technical course for second-year digital marketing students, with the aim of facilitating error resolution, offering detailed explanations, and streamlining practical activities. Simultaneously, individual blogs were used as a metacognitive strategy to document the learning process, promoting critical reflection and analysis of the experience with AI. Through a mixed-methodological approach, surveys, structured observations, and analysis of submissions from 120 students were conducted over a 12-week period. The results reveal a 30% reduction in the time required to complete assignments and a 25% improvement in code quality and comprehension. However, challenges related to technological dependency emerged, which were mitigated by implementing individual blogs as reflective tools for recording processes, errors, and solutions adopted by students during practical activities. These findings reinforce the importance of combining AI tools with traditional pedagogical methodologies adapted to current technological demands. In conclusion, ChatGPT not only optimizes the technical quality of projects but also encourages critical and reflective interaction, establishing an adaptable framework for future innovative pedagogical approaches in higher education.
References
Amatriain, X. (2024). Prompt Design and Engineering: Introduction and Advanced Methods. arXiv preprint arXiv:2401.14423. https://doi.org/10.48550/arXiv.2401.14423
Anishka, Mehta, A., Gupta, N., Balachandran, A., Kumar, D. y Jalote, P. (2023). Can ChatGPT Play the Role of a Teaching Assistant in an Introductory Programming Course? arXiv preprint arXiv:2312.07343. https://doi.org/10.48550/arXiv.2312.07343
Baidoo-Anu, D. y Owusu Ansah, L. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
Baltazar, C. (2023). Herramientas de IA aplicables a la Educación. Technology Rain Journal, 2(2), e15. https://doi.org/10.55204/trj.v2i2.e15
Berrones Yaulema, L. P. y Buenaño Barreno, P. N. (2023). ChatGPT en el ámbito educativo. Esprint Investigación, 2(2), 45-54. https://doi.org/10.61347/ei.v2i2.57
Biswas, S. (2023). Role of ChatGPT in Computer Programming. Mesopotamian Journal of Computer Science, 2023, 9-15. https://doi.org/10.58496/MJCSC/2023/002
Chen, E., Huang, R., Chen, H.-S., Tseng, Y.-H. y Li, L.-Y. (2023a). GPTutor: a ChatGPT-powered programming tool for code explanation. arXiv preprint arXiv:2305.01863. https://doi.org/10.48550/arXiv.2305.01863
Chen, J., Chen, L., Huang, H. y Zhou, T. (2023b). When do you need Chain-of-Thought Prompting for ChatGPT? arXiv preprint arXiv:2304.03262. https://doi.org/10.48550/arXiv.2304.03262
Chukwuere, J. E. (2024). The use of ChatGPT in higher education: The advantages and disadvantages. arXiv preprint arXiv:2403.19245. https://doi.org/10.48550/arXiv.2403.19245
Denny, P., Leinonen, J., Prather, J., Luxton-Reilly, A., Amarouche, T., Becker, B. A., et al. (2023). Prompt Problems: A New Programming Exercise for the Generative AI Era. arXiv preprint arXiv:2311.05943. https://doi.org/10.48550/arXiv.2311.05943
Flores-Vivar, J. y García-Peñalvo, F. (2023). Reflexiones sobre la ética, potencialidades y retos de la Inteligencia Artificial en el marco de la Educación de Calidad (ODS4). Comunicar, 74, 37-47. https://doi.org/10.3916/C74-2023-03
Galli, M. G. y Kanobel, M. C. (2023). ChatGPT en Educación Superior: explorando sus potencialidades y sus limitaciones. Educación Superior y Sociedad (ESS), 35(2), 174-195. https://doi.org/10.54674/ess.v35i2.815
García-Acuña, L. T., Zambrano-Andrade, F. I., Acuña-Chong, M. G. y Acuña-Cumba, M. L. (2023). Oportunidades y desafíos en la aplicación de la inteligencia artificial en la educación superior. Revista Científica Arbitrada de Investigación en Comunicación, Marketing y Empresa Reicomunicar, 6(12 Ed. esp.), 255-282. https://www.reicomunicar.org/index.php/reicomunicar/article/view/190
García Sánchez, O. V. (2023). Uso y percepción de ChatGPT en la educación superior. Revista De Investigación En Tecnologías De La Información, 11(23), 98-107. https://doi.org/10.36825/RITI.11.23.009
Gewerc Barujel, A. (2005). El uso de weblogs en la docencia universitaria. Revista Latinoamericana de Tecnología Educativa, 4(1), 9?23. http://hdl.handle.net/10662/1494
Giray, L. (2023). Prompt Engineering with ChatGPT: A Guide for Academic Writers. Annals of Biomedical Engineering, 51(12), 2629-2633. https://doi.org/10.1007/s10439-023-03272-4
Hernández, J. A., Conde, J., Martínez, G. y Reviriego, P. (2023). ChatGPT Learning prompt engineering with 100+ examples. Zenodo. https://doi.org/10.5281/zenodo.13951150
Hu, M., Assadi, T. y Mahroeian, H. (2023). Explicitly Introducing ChatGPT into First-year Programming Practice: Challenges and Impact. En 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) (pp. 1-6). IEEE. https://doi.org/10.1109/TALE56641.2023.10398297
Huang, Y., Kanij, T., Madugalla, A., Mahajan, S., Arora, C. y Grundy, J. (2024). Unlocking Adaptive User Experience with Generative AI. arXiv preprint arXiv:2404.05442. https://doi.org/10.48550/arXiv.2404.05442
Isusqui, J. C. P., Villavicencio, I. E. S., Inga, C. V., Gutiérrez, H. O. C., Díaz, B. L. G. y Amaya, K. L. A. (2023, August 11). La Inteligencia Artificial al servicio de la gestión y la implementación en la educación. https://doi.org/10.31219/osf.io/z2y7c
Jin, Y., Yan, L., Echeverria, V., Gaševi?, D. y Martinez-Maldonado, R. (2025). Generative AI in higher education: A global perspective of institutional adoption policies and guidelines. Computers and Education: Artificial Intelligence, 8, 100348. https://doi.org/10.1016/j.caeai.2024.100348
Labadze, L., Grigolia, M. y Machaidze, L. (2023). Role of AI chatbots in education: systematic literature review. International Journal of Educational Technology in Higher Education, 20(1), 56. https://doi.org/10.1186/s41239-023-00426-1
Lackie, R. J. y LeMasney, J. W. (2008). Blogger, WordPress.com, and Their Pseudoblog Alternatives: A Comparison of Focus, Features, and Feel. Journal of Library Administration, 46(3-4), 139-180. https://doi.org/10.1300/J111v46n03_11
Leung, C. H. (2024). Promoting optimal learning with ChatGPT: A comprehensive exploration of prompt engineering in education. Asian Journal of Contemporary Education, 8(2), 104-114. https://doi.org/10.55493/5052.v8i2.5101
Molina Alventosa, J. P., Valenciano Valcárcel, J. y Valencia Peris, A. (2015). Los blogs como entornos virtuales de enseñanza y aprendizaje en Educación Superior. Revista complutense de educación, 26(1), 15-31. https://doi.org/10.5209/rev_RCED.2015.v26.43791
Pan, Y. y Gu, J. (2023). Empowering Education: ChatGPT’s Role in Teaching and Learning Statistics and Data Analytics. International Journal of Technology in Teaching and Learning, 19(1), 34-51. https://doi.org/10.37120/ijttl.2023.19.1.02
Pérez Buelvas, H. G. y Severiche Mendoza, C. A. (2023). Desarrollo del pensamiento crítico, los procesos metacognitivos y motivacionales para una educación de calidad. Revista Latinoamericana Ogmios, 3(6), 113-118. https://doi.org/10.53595/rlo.v3.i6.058
Pinedo González, R., Cañas Encinas, M., García Martín, N. y García González, N. (2019). Capacidad metacognitiva en docentes y futuros docentes de enseñanza no universitaria. Revista de Psicología y Educación-Journal of Psychology and Education, 14(1), 74-86. https://doi.org/10.23923/rpye2019.01.173
Portillo Vidiella, M. C., Iranzo García, P. y Rosselló Ramon, M. R. (2013). Autorregulación de aprendizajes en educación superior mediante la escritura de blogs. Revista Iberoamericana de Educación, 63(2), 12. https://doi.org/10.35362/rie632652
Qureshi, B. (2023). ChatGPT in Computer Science Curriculum Assessment: An analysis of Its Successes and Shortcomings. En Proceedings of the 2023 9th International Conference on e-Society, e-Learning and e-Technologies (pp. 7-13). Association for Computing Machinery. https://doi.org/10.1145/3613944.3613946
Ramos, M. M. (2024). La metacognición como herramienta didáctica en el campo formativo de saberes y pensamiento científico. Revista Neuronum, 10(2), 66-78. http://surl.li/vzspyu
Rhomdani, R. W. y Galatea, C. K. (2024). Online Frequency Distribution Application Using a Javascript-Based Blogger Platform. Indonesian Journal of Education and Mathematical Science, 5(1), 33-39. https://doi.org/10.30596/ijems.v5i1.16768
Romero-Rodríguez, P. (2023). La Incorporación del ChatGPT en la Educación Superior: Una Mirada desde el Paradigma de la Complejidad. 593 Digital Publisher CEIT, 8(5), 213-225. https://doi.org/10.33386/593dp.2023.5.1976
Rosales-Marquez, C., Silva-Aguilar, A., Miranda-Vargas, V. y Salas-Sanchez, R. (2023). Aprendizaje autorregulado para aprender a aprender en la formación universitaria. Human Review, 21(2), 269-281. https://doi.org/10.37467/revhuman.v21.5058
Saiz García, C. (2024). Prompters,¿ nuevos protagonistas en la escena de las artes visuales? https://lc.cx/VcvVmL
Segarra Ciprés, M., Grangel Seguer, R. y Belmonte Fernández, Ó. (2024). ChatGPT como herramienta de apoyo al aprendizaje en la educación superior: una experiencia docente. Revista Tecnología, Ciencia Y Educación, (28), 7-44. https://doi.org/10.51302/tce.2024.19083
Seivewright, S. (2014). Diseño e investigación. Editorial GG. https://lc.cx/ffNpPy
Sun, W., Yan, L., Ma, X., Wang, S., Ren, P., Chen, Z., et al. (2023). Is ChatGPT Good at Search? Investigating Large Language Models as Re-Ranking Agents. arXiv preprint arXiv:2304.09542. https://doi.org/10.48550/arXiv.2304.09542
Susnjak, T. (2024). Beyond Predictive Learning Analytics Modelling and onto Explainable Artificial Intelligence with Prescriptive Analytics and ChatGPT. International Journal of Artificial Intelligence in Education, 34(2), 452-482. https://doi.org/10.1007/s40593-023-00336-3
Torres-Gastelu, C. A. y Perez-Soltero, A. (2008). Uso y aplicación del Blogger en un programa educativo de una Institución de Educación Superior mexicana. Revista Iberoamericana de Sistemas, Cibernética e Informática, 5(1), 14-19. https://lc.cx/x-cmrm
White, J., Fu, Q., Hays, S., Sandborn, M., Olea, C., Gilbert, H., et al. (2023). A Prompt Pattern Catalog to Enhance Prompt Engineering with ChatGPT. arXiv preprint arXiv:2302.11382. https://doi.org/10.48550/arXiv.2302.11382
Zhai, X. (2022). ChatGPT User Experience: Implications for Education. Available at SSRN 4312418. https://doi.org/10.2139/ssrn.4312418
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Comunicar
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
