IA generativa en proyectos STEAM interculturales y funciones ejecutivas en bachillerato
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Antecedentes. La evidencia de que la IA generativa (IAG) erosiona la cognición de orden superior procede de encuestas correlacionales y tareas de laboratorio con universitarios del Norte global. No se ha probado en secundaria si ese costo pertenece a la tecnología o al diseño instruccional que la rodea. Objetivos. Evaluar si una unidad STEAM intercultural de ocho semanas que trata la IAG como objeto de verificación, no como fuente de respuestas, mejora las funciones ejecutivas, y si el prompting explica el cambio en inhibición. Método. Cuasiexperimento pretest-postest con dos grupos intactos en Saraguro, Ecuador (N = 138). El experimental (n = 70) construyó prototipos de riego automatizado bajo un protocolo de prompting anclado en el manejo ancestral del agua kichwa; el control activo (n = 68) hizo el mismo encargo sin IAG. Se aplicó el BRIEF-2 (ANCOVA con covariable de línea base; Bonferroni = ,0167) y el prompting se calificó con una rúbrica de tres facetas regresada sobre el cambio residualizado. Resultados. Con líneas base equivalentes, los efectos favorecieron al experimental en Planificación (d = 1,33), Flexibilidad (d = 0,85) e Inhibición (d = 0,62). El prompting predijo el cambio en Inhibición (r = −,74; R² = ,54), pero no en Flexibilidad (r = −,22); Verificación aportó el 20,8 % de la varianza. Conclusiones. La asociación fue específica por faceta: entrenamiento dirigido de la inhibición, no beneficio cognitivo general. El autoinforme y la confusión condición-institución limitan los hallazgos a la plausibilidad.
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