Relationship between artificial intelligence and educational tutoring among university students
DOI:
https://doi.org/10.5281/zenodo.23356126Keywords:
artificial intelligence, tutoring, educational guidanceAbstract
Artificial intelligence (AI) has been progressively incorporated into higher education to support information retrieval, resource generation, personalized learning, and decision-making. In this context, the present study aimed to determine the relationship between artificial intelligence and educational tutoring and guidance (ETG) among students at public universities in Lima. To this end, a quantitative, applied, descriptive-correlational, non-experimental, and cross-sectional study was conducted. Participants included 400 students selected via non-probability sampling from a population of 600. A 48-item questionnaire using a three-option Likert scale was employed, comprising 24 items for AI and 24 for ETG. Reliability was high for both variables (α = .957 and α = .963, respectively). After verifying data normality, Pearson’s r coefficient was applied. The results revealed a positive, moderate, and significant relationship between AI and ETG (r = .473; p < .001). AI adaptability showed the strongest association with ETG (r = .484). It is concluded that AI can strengthen university student support when integrated ethically and pedagogically to complement human judgment, without replacing tutorial interaction or student autonomy.
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