Artificial intelligence (AI) and AI-based chatbots, such as ChatGPT, are transforming the approach to education. In particular, ChatGPT's potential to process large amounts of data and learn from user interactions makes it a beneficial resource for students, albeit with some reluctance from some teachers. This study aimed to explore the acceptance of ChatGPT by university students. The researchers administered an online survey to 400 Spanish university students aged 18-64 (M = 21.80; SD = 6.40). The results of the methodological approach based on the UTAUT2 model for technology adoption showed that: 1) gender was not a determining variable in any construct while the experience of use was a factor conditioning a higher score on all constructs; 2) experience, performance expectancy, hedonic motivation, price value, and habit were influential in behavioral intention to use ChatGPT; 3) facilitating conditions, habit, and behavioral intention were conditioning factors in user behavior. Finally, this report discusses the findings and practical implications of the work and recommends some good uses for ChatGPT.
Background: The Ecuadorian earthquake in April 16th was the second strongest and deadliest in 2016 worldwide, with approximately one million people affected. In this paper, we analyzed the psychological impact and the relationship between mental health events and various earthquake-related stressors related to the earthquake, 9 months after the event. Methods: We conducted an analytical cross-sectional study, applying an anonymous survey to 316 adolescents (13-19 years old) from Muisne, Ecuador. Suicidal tendency, depression, anxiety and post-traumatic stress (PTSD) were evaluated via the Child PTSD Symptom Scale (CPSS), Spence Children's Anxiety Scale, Okasha Suicidality Scale, and the Center for Epidemiologic Studies Depression Scale (CES-D) and the adapted seven-questions earthquake-related stressors survey. Results: We found a high prevalence of suicidal ideations and behavior, posttraumatic stress, depression and anxiety compared to international studies. Even though adolescents currently living in shelters had higher levels of anxiety, their suicidal tendency was significantly lower than those living in their own or their relatives' home. Finally, the earthquake-related stressors were not associated with suicidality and mental health events, with the exception of economic damage suffered by the family. Conclusions: High levels of depression, post-traumatic stress and anxiety among high-school students were found, especially among those who have suffered serious economic damage. The economic impact in their families and high unemployment rates among their parents seems to be related to lack of hope and favorable perspectives for their future, situation that might lead to lead to emotional disturbances and psychological disorders. Although prolonged homelessness experience in shelters may be a stressful occurrence, might also be related with spiritual growth among adolescents, and may work as a protective factor against suicidal ideations and attempts.
El artículo analiza el sistema educativo de Ecuador. El sistema educativo ecuatoriano suscita interés internacional, especialmente en la región latinoamericana. En el trabajo se intentará responder a estas preguntas: ¿Cuáles pueden ser algunas claves relevantes de la educación pública del Ecuador? ¿Por qué ha alcanzado su actual estado de desarrollo, particularmente en educación inclusiva? ¿Qué fundamentos y políticas subyacen a los resultados de las metas de Educación para Todos (EPT) 2000-2015, del Marco de Acción de Dakar? (Foro Mundial sobre la Educación, 2000). A la luz de estas cuestiones, el objetivo es comprender factores y razones claves que han contribuido al desarrollo de la educación pública ecuatoriana. En cuanto a la metodología, el enfoque es cualitativo, dialéctico, documental y descriptivo (Mc Millan y Schumacher, 2005). La investigación se propone como un estudio de caso, donde la elección del caso está justificada por su carácter novedoso, por su grado de desarrollo y por su énfasis en la inclusión y la equidad en todos los niveles de enseñanza. A tal fin, se realiza un análisis descriptivo de las normas que subyacen a los cambios en el sistema educativo de Ecuador en los últimos tres lustros y, particularmente, desde el año 2008, a raíz de la última Constitución (Asamblea Constituyente, 2008). Se ofrecen tablas como aporte analítico de los autores. Así mismo se detallan datos avalados por autores y organismos del máximo prestigio nacional e internacional que dan cuenta de la efectividad de las políticas y de dichos cambios.
RESUMEN.El presente trabajo pretende fomentar el debate acerca de una cultura educativa del Sumak Kawsay en Ecuador, en especial, desde la hermenéutica normativa se pretende escudriñar parte de la realidad jurídica y política, para ahondar en la repercusión de su conceptualización en lo que a la educación inclusiva se refiere; en este sentido, se propone partir en su planteamiento de la definición de persona y sus distintas dimensiones que hace hincapié el Personalismo como teoría filosófica. Así, se concibe como ser relacional, intersubjetivo, y cuya dignidad le hace valedor de la riqueza propia de su diversidad; de este modo tiene como función investigar a la persona con el objetivo de prepararla para vivir desde un enfoque holístico y comprometido con la construcción de una identidad desde la defensa de su dignidad.
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