Chatbots y asistentes inteligentes en el acompañamiento académico: evaluación de su eficacia pedagógica

Abstract

Recent advances in artificial intelligence have promoted the integration of chatbots and intelligent assistants across various educational levels, generating growing interest in evaluating their pedagogical effectiveness and real impact on teaching and learning processes. These tools provide immediate feedback, continuous support, and personalised learning experiences, fostering autonomous learning and ensuring continuity in educational processes within digital and hybrid environments. However, challenges remain regarding the quality of responses, pedagogical contextualisation, and potential technological dependence among students. A systematic review of the literature enabled a critical analysis of the theoretical models, pedagogical approaches, and methodological criteria underpinning their use, identifying trends, gaps, and conditions that determine their effective functioning. Overall, the findings highlight both the potential of these systems and their limitations, emphasising the need for pedagogically intentional and supervised design to maximise their educational contribution.

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