Perceptions of Artificial Intelligence in Higher Education: A Pedagogical Intervention
DOI:
https://doi.org/10.5281/zenodo.21425242Keywords:
Artificial Intelligence, Higher Education, Learning, Teaching, University Student, EthicsAbstract
Artificial intelligence (AI) is radically transforming higher education, offering considerable potential for personalized learning, but also posing significant ethical challenges such as algorithmic bias and the potential decline of critical thinking. This study contributes to the field of medical education by providing empirical evidence on how early training can shape future professionals’ attitudes toward artificial intelligence (AI). Given this duality, it is imperative to obtain systematic data on students’ perceptions of the design of pedagogical interventions and well-founded institutional policies. This topic was chosen due to the need to prepare students for an increasingly technology-mediated work environment, seeking to reduce technology anxiety, increase self-efficacy, and foster the ethical and responsible use of these tools from the beginning of their academic training. The objective of this research was to evaluate the impact of a pedagogical intervention on the perception of AI among 90 first-year medical students at the Technical University of Ambato. This research was conducted with medical students in Ecuador, integrating AI into the learning of disciplines such as clinical embryology. A quantitative approach with a single-group, pre-experimental design using pretests and posttests was employed. The validated PEIIA scale, which demonstrates high reliability (?=0.945), was used to measure dimensions such as effectiveness of use, learning improvements, and emotional reactions. Statistically significant changes (p < 0.05) were revealed in the dimensions of perceived usefulness and ease of use. A reduction in technology anxiety was observed as students understood that AI can achieve diagnostic accuracy exceeding 80% in areas such as clinical embryology compared to human evaluation. The main innovation of this study lies in the use of a pre-experimental design with pre-test and post-test, which overcomes the limitations of the cross-sectional studies predominant in the current literature by scientifically evaluating the direct impact of a specific pedagogical intervention on student perception through visualization. This intervention positively modified student attitudes, fostering technological integration that enhances human capabilities. The ethical use of these tools requires transparency and that ultimate responsibility always rests with the human operator.
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