ISSN-L: 0798-1015   •   eISSN: 2739-0071 (En línea)

Vol. 46 (Nº 03) Año 2025. Art. 2

Recibido/Received: 22/01/2025 • Aprobado/Approuved: 15/04/2025 • Publicado/Published: 30/05/2025
DOI: 10.48082/espacios-a25v46n03p02

Revisión sistemática de inteligencia artificial generativa (GenIA) para el diseño de experiencias de aprendizaje, 2020-2025

Systematic review of generative artificial intelligence (GenIA) for the design of learning experiences, 2023-2025

ROMANI PILLPE, Guillermo1
MACEDO INCA, Keila S.2
SOTO LOZA, Giuliana E.3
FRANCO GUEVARA, Azucena M.4
ORE CHOQUE, Marina K.5

Resumen
Se realizó una revisión narrativa de inteligencia artificial generativa (GenIA) para el diseño de experiencias de aprendizaje 2020 – 2025. Para ello, se hizó una búsqueda sistemática de la literatura en bases de datos y revistas académicas de Scopus y WoS. Se Identifico las GenIA como herramientas de apoyo y personalización del aprendizaje; la importancia de la alfabetización y  consideraciones éticas, además de nuevas formas de enseñanza y aprendizaje. Se conlcuyó que el impacto de la integración de GenAI en entornos de aprendizaje adaptativos y personalizados aumenta la participación de los estudiantes.
Palabras clave: GenIA, aprendizaje, enseñanza, diseño

Abstract
A narrative review of generative artificial intelligence (GAI) for the design of learning experiences for the 2020–2025 period was conducted. A systematic literature search was conducted in Scopus and WoS databases and academic journals. GenAIs were identified as tools for supporting and personalizing learning; the importance of literacy and ethical considerations were highlighted, as well as new forms of teaching and learning. It was concluded that the impact of integrating GenAI into adaptive and personalized learning environments increases student engagement.
Key words: GenIA, learning, teaching, design

ARTÍCULO COMPLETO/FULL ARTICLE

Referencias

Abbes, F., Bennani, S., & Maalel, A. (2024). Generative AI and Gamification for Personalized Learning: Literature Review and Future Challenges. SN Computer Science, 5(8). Scopus. https://doi.org/10.1007/s42979-024-03491-z

Abdalla, S. Z. S. (2025). Understanding ChatGPT adoption for data analytics learning: A UTAUT perspective among social science students in Oman. Social Sciences and Humanities Open, 11. Scopus. https://doi.org/10.1016/j.ssaho.2025.101310

Alammari, A. (2024). Evaluating generative AI integration in Saudi Arabian education: A mixed-methods study. PeerJ Computer Science, 10. Scopus. https://doi.org/10.7717/peerj-cs.1879

Alarcón-Llontop, L.-R., Lomas Chacón, P. E., Cruz Páez, P., Torres Mirez, K., & Pasapera Ramírez, S. (2024). Perceptions of Ecuadorian and Peruvian University Teachers on ChatGPT. Smart Innovation, Systems and Technologies, 375, 149-158. Scopus. https://doi.org/10.1007/978-981-99-7210-4_14

Al-Qaysi, N., Al-Emran, M., Al-Sharafi, M. A., Yaseen, Z. M., Mahmoud, M. A., & Ahmad, A. (2025). Generative AI and educational sustainability: Examining the role of knowledge management factors and AI attributes using a deep learning-based hybrid SEM-ANN approach. Computer Standards and Interfaces, 93. Scopus. https://doi.org/10.1016/j.csi.2024.103964

AlSagri, H. S., & Sohail, S. S. (2024). Evaluating the role of Artificial Intelligence in sustainable development goals with an emphasis on “quality education”. Discover Sustainability, 5(1). Scopus. https://doi.org/10.1007/s43621-024-00682-9

Asad, M. M., Shahzad, S., Shah, S. H. A., Sherwani, F., & Almusharraf, N. M. (2024). ChatGPT as artificial intelligence-based generative multimedia for English writing pedagogy: Challenges and opportunities from an educator’s perspective. INTERNATIONAL JOURNAL OF INFORMATION AND LEARNING TECHNOLOGY, 41(5), 490-506. https://doi.org/10.1108/IJILT-02-2024-0021

Baskara, F. X. R., Vasudevan, A., Sain, Z. H., Tee, M., Arumugam, V., Parahakaran, S., & Balakrishnan, R. (2024). Redefining educational paradigms: Integrating generative AI into society 5.0 for sustainable learning outcomes. Journal of Infrastructure, Policy and Development, 8(12). Scopus. https://doi.org/10.24294/jipd.v8i12.6385

Borah, A. R., Nischith, T. N., & Gupta, S. (2024). Improved Learning Based on GenAI. 1527-1532. Scopus. https://doi.org/10.1109/IDCIoT59759.2024.10467943

Boustani, N. M., Sidani, D., & Boustany, Z. (2024). Leveraging ICT and Generative AI in Higher Education for Sustainable Development: The Case of a Lebanese Private University. Administrative Sciences, 14(10). Scopus. https://doi.org/10.3390/admsci14100251

Chan, C. K. Y., & Lee, K. K. W. (2023). The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers? Smart Learning Environments, 10(1). Scopus. https://doi.org/10.1186/s40561-023-00269-3

Chen, D.-L., Aaltonen, K., Lampela, H., & Kujala, J. (2025). The Design and Implementation of an Educational Chatbot with Personalized Adaptive Learning Features for Project Management Training. Technology, Knowledge and Learning. Scopus. https://doi.org/10.1007/s10758-024-09807-5

Cordero, J., Torres-Zambrano, J., & Cordero-Castillo, A. (2025). Integration of Generative Artificial Intelligence in Higher Education: Best Practices. Education Sciences, 15(1). Scopus. https://doi.org/10.3390/educsci15010032

Czerkawski, B. (2024). AI and the Learning Experience Design: From Divergent Creativity to Convergent Precision. TechTrends. Scopus. https://doi.org/10.1007/s11528-024-01032-2

Elbanna, S., & Armstrong, L. (2024). Exploring the integration of ChatGPT in education: Adapting for the future. Management and Sustainability:, 3(1), 16-29. Scopus. https://doi.org/10.1108/MSAR-03-2023-0016

Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & Gašević, D. (2024). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. British Journal of Educational Technology. Scopus. https://doi.org/10.1111/bjet.13544

Fawaz, M., El-Malti, W., Alreshidi, S. M., & Kavuran, E. (2025). Exploring Health Sciences Students’ Perspectives on Using Generative Artificial Intelligence in Higher Education: A Qualitative Study. NURSING & HEALTH SCIENCES, 27(1), e70030. https://doi.org/10.1111/nhs.70030

Furze, L., Perkins, M., Roe, J., & Macvaugh, J. (2024). The AI Assessment Scale (AIAS) inAaction: A pilot implementation of GenAI-supported assessment. AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, 40(4), 38-55. https://doi.org/10.14742/ajet.9434

Gallent-Torres, C., Zapata-González, A., & Ortego-Hernando, J. L. (2023). The impact of Generative Artificial Intelligence in higher education: A focus on ethics and academic integrity. RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa, 29(2). Scopus. https://doi.org/10.30827/RELIEVE.V29I2.29134

Gao, L., Lopez-Perez, M. E., Melero-Polo, I., & Trifu, A. (2024). Ask ChatGPT first! Transforming learning experiences in the age of artificial intelligence. STUDIES IN HIGHER EDUCATION, 49(12), 2772-2796. https://doi.org/10.1080/03075079.2024.2323571

Gasaymeh, A.-M. M., Beirat, M. A., & Abu Qbeita, A. A. (2024). University Students’ Insights of Generative Artificial Intelligence (AI) Writing Tools. EDUCATION SCIENCES, 14(10), 1062. https://doi.org/10.3390/educsci14101062

Gervacio, A. P. (2024). Exploring how generative AI contributes to the motivated engagement and learning production of science-oriented students. Environment and Social Psychology, 9(11). Scopus. https://doi.org/10.59429/esp.v9i11.3194

Gong, X., Li, Z., & Qiao, A. (2024). Impact of generative AI dialogic feedback on different stages of programming problem solving. Education and Information Technologies. Scopus. https://doi.org/10.1007/s10639-024-13173-1

Guerra Guerrero, C. O., & Tass Herrera, B. (2024). Practical Applications of Generative Artificial Intelligence in Teaching: The Case of Multimedia Design Engineering. European Public and Social Innovation Review, 9. Scopus. https://doi.org/10.31637/epsir-2024-816

Guillén-Yparrea, N., & Hernández-Rodríguez, F. (2024). Unveiling Generative AI in Higher Education: Insights from Engineering Students and Professors. IEEE Global Engineering Education Conference, EDUCON. Scopus. https://doi.org/10.1109/EDUCON60312.2024.10578876

Inteligencia Artificial (IA) en Perú. (2025, febrero 12). https://www.gob.pe/iaperu

Jaboob, M., Hazaimeh, M., & Al-Ansi, A. M. (2024). Integration of Generative AI Techniques and Applications in Student Behavior and Cognitive Achievement in Arab Higher Education. International Journal of Human-Computer Interaction. Scopus. https://doi.org/10.1080/10447318.2023.2300016

Joyner, D. A. (2024). A teacher’s guide to conversational AI: Enhancing assessment, instruction, and curriculum with chatbots (p. 232). Scopus. https://doi.org/10.4324/9781032686783

Kim, H., & Koo, T. K. B. (2024). The Impact of Generative AI on Syllabus Design and Learning. Journal of Marketing Education. Scopus. https://doi.org/10.1177/02734753241299024

Kim, J., Yu, S., Lee, S.-S., & Detrick, R. (2025). Students’ prompt patterns and its effects in AI-assisted academic writing: Focusing on students’ level of AI literacy. JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION. https://doi.org/10.1080/15391523.2025.2456043

Korayim, D., Bodhi, R., Badghish, S., Yaqub, M. Z., & Bianco, R. (2025). Do generative artificial intelligence related competencies, attitudes and experiences affect employee outcomes? An intellectual capital perspective. Journal of Intellectual Capital. Scopus. https://doi.org/10.1108/JIC-09-2024-0295

Kuo, J.-Y., & Chang, H.-Y. (2025). Applying generative AI to explore new dimensions of reflection and interaction in agile design workshops. International Journal of Agile Systems and Management, 18(1), 5-23. Scopus. https://doi.org/10.1504/IJASM.2025.144170

Li, Y., Ji, W., Liu, J., & Li, W. (2024). Application of Generative Artificial Intelligence Technology in Customized Learning Path Design: A New Strategy for Higher Education. 567-573. Scopus. https://doi.org/10.1109/IIST62526.2024.00099

Liu, M., Zhang, L. J., & Zhang, D. (2025). Enhancing student GAI literacy in digital multimodal composing through development and validation of a scale. Computers in Human Behavior, 166. Scopus. https://doi.org/10.1016/j.chb.2025.108569

Mallikarjuna, B., & Chittemsetty, P. (2024). Generative Artificial Intelligence: Fundamentals and Evolution. Studies in Computational Intelligence, 1177, 3-17. Scopus. https://doi.org/10.1007/978-981-97-8460-8_1

Mishra, P., Oster, N., & Henriksen, D. (2024). Generative AI, Teacher Knowledge and Educational Research: Bridging Short- and Long-Term Perspectives. TECHTRENDS, 68(2), 205-210. https://doi.org/10.1007/s11528-024-00938-1

Olivier, C., & Weilbach, L. (2024). Enhancing Online Learning Experiences: A Systematic Review on Integrating GenAI Chatbots into the Community of Inquiry Framework. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 14907 LNCS, 77-89. Scopus. https://doi.org/10.1007/978-3-031-72234-9_7

Putra, F. W., Rangka, I. B., Aminah, S., & Aditama, M. H. R. (2023). ChatGPT in the higher education environment: Perspectives from the theory of high order thinking skills. JOURNAL OF PUBLIC HEALTH, 45(4), e840-e841. https://doi.org/10.1093/pubmed/fdad120

Ramírez-Montoya, M.-S., Oliva-Córdova, L. M., & Patiño, A. (2024). Training Teaching Personnel in Incorporating Generative Artificial Intelligence in Higher Education: A Complex Thinking Approach. Lecture Notes in Educational Technology, Part F3283, 163-175. Scopus. https://doi.org/10.1007/978-981-97-1814-6_16

Ríos Hernández, I. N., Mateus, J.-C., Rivera-Rogel, D., & Ávila Meléndez, L. R. (2024). Perceptions of Latin American Students on the Use of Artificial Intelligence in Higher Education. Austral Comunicacion, 13(1). Scopus. https://doi.org/10.26422/aucom.2024.1301.rio

Roy, A. D., Dasgupta, S., Roy, R. D., Das, D., & Narayan, K. A. (2024). The use of generative artificial intelligence (AI) in teaching and assessment of postgraduate students in pathology and microbiology. Indian Journal of Microbiology Research, 11(3), 140-146. Scopus. https://doi.org/10.18231/j.ijmr.2024.027

Rush, L., Fogle, E., Eden, S., Urban, A. D., Tijare, H., & Mooney, S. (2024). Generative Artificial Intelligence Driving More Efficient and Effective Course Optimizations. DEMOcon 2024 - 2024 IEEE Digital Education and MOOCS Conference, Proceedings. Scopus. https://doi.org/10.1109/DEMOcon63027.2024.10747947

Saǧin, F. G., Özkaya, A. B., Tengiz, F., Geyik, Ö. G., & Geyik, C. (2023). Current evaluation and recommendations for the use of artificial intelligence tools in education. Turkish Journal of Biochemistry, 48(6), 620-625. Scopus. https://doi.org/10.1515/tjb-2023-0254

Salinas-Navarro, D. E., Vilalta-Perdomo, E., Michel-Villarreal, R., & Montesinos, L. (2024). Designing experiential learning activities with generative artificial intelligence tools for authentic assessment. Interactive Technology and Smart Education. Scopus. https://doi.org/10.1108/ITSE-12-2023-0236

Sandhu, R., Channi, H. K., Ghai, D., Cheema, G. S., & Kaur, M. (2024). An introduction to generative AI tools for education 2030. En Integrating Generative AI in Education to Achieve Sustainable Development Goals (pp. 1-28). Scopus. https://doi.org/10.4018/979-8-3693-2440-0.ch001

Shan, L., Pan, Z., & Weidman, R. (2024). Integrating Task-Based Language Teaching and Generative AI: Design, Implementation, and Evaluation of the CFLingo Platform for Chinese Learning. JOURNAL OF TECHNOLOGY AND CHINESE LANGUAGE TEACHING, 15(2), 1-34.

Shen, Y., Tang, L., Le, H., Tan, S., Zhao, Y., Shen, K., Li, X., Juelich, T., Wang, Q., Gasevic, D., & Fan, Y. (2025). Aligning and comparing values of ChatGPT and human as learning facilitators: A value-sensitive design approach. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY. https://doi.org/10.1111/bjet.13562

Shi, S. J., Li, J. W., & Zhang, R. (2024). A study on the impact of Generative Artificial Intelligence supported Situational Interactive Teaching on students’ «flow» experience and learning effectiveness—A case study of legal education in China. ASIA PACIFIC JOURNAL OF EDUCATION, 44(1), 112-138. https://doi.org/10.1080/02188791.2024.2305161

Song, N. (2024). Higher education crisis: Academic misconduct with generative AI. Journal of Contingencies and Crisis Management, 32(1). Scopus. https://doi.org/10.1111/1468-5973.12532

Stornaiuolo, A., Higgs, J., Jawale, O., & Martin, R. M. (2024). Digital writing with AI platforms: The role of fun with/in generative AI. ENGLISH TEACHING-PRACTICE AND CRITIQUE, 23(1), 83-103. https://doi.org/10.1108/ETPC-08-2023-0103

Su, J., & Yang, W. (2023). Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education. ECNU REVIEW OF EDUCATION, 6(3), 355-366. https://doi.org/10.1177/20965311231168423

Tanweer, M., & Ismail, A. (2024). Generative AI in curriculum development: A framework for adaptive, customized, and personalized learning. En Impacts of Generative AI on Creativity in Higher Education (pp. 193-226). Scopus. https://doi.org/10.4018/979-8-3693-2418-9.ch008

Van Wyk, M. M. (2024). Is ChatGPT an opportunity or a threat? Preventive strategies employed by academics related to a GenAI-based LLM at a faculty of education. Journal of Applied Learning and Teaching, 7(1). Scopus. https://doi.org/10.37074/jalt.2024.7.1.15

Vhatkar, A., Pawar, V., & Chavan, P. (2024). Generative AI in Education: A Bibliometric and Thematic Analysis. 2024 8th International Conference on Computing, Communication, Control and Automation, ICCUBEA 2024. Scopus. https://doi.org/10.1109/ICCUBEA61740.2024.10774819

Wei, X., Wang, L., Lee, L.-K., & Liu, R. (2024). Multiple Generative AI Pedagogical Agents in Augmented Reality Environments: A Study on Implementing the 5E Model in Science Education. Journal of Educational Computing Research. Scopus. https://doi.org/10.1177/07356331241305519

Weng, X., Xia, Q., Ahmad, Z., & Chiu, T. K. F. (2024). Personality traits for self-regulated learning with generative artificial intelligence: The case of ChatGPT. Computers and Education: Artificial Intelligence, 7. Scopus. https://doi.org/10.1016/j.caeai.2024.100315

Wood, D., & Moss, S. H. (2024). Evaluating the impact of students’ generative AI use in educational contexts. Journal of Research in Innovative Teaching and Learning, 17(2), 152-167. Scopus. https://doi.org/10.1108/JRIT-06-2024-0151

Wu, D., Chen, L., & Han, Y. (2023). Challenges that generative artificial intelligence poses to higher education and management and the countermeasures—A visualized analysis of literature from 2019 to 2023 using CiteSpace. 733-738. Scopus. https://doi.org/10.1145/3660043.3660174

Yang, T.-C., Hsu, Y.-C., & Wu, J.-Y. (2025). The effectiveness of ChatGPT in assisting high school students in programming learning: Evidence from a quasi-experimental research. INTERACTIVE LEARNING ENVIRONMENTS. https://doi.org/10.1080/10494820.2025.2450659

Yehia, E. (2024). Developments on Generative AI. En AI and Emerging Technologies: Automated Decision-Making, Digital Forensics, and Ethical Considerations (pp. 139-160). Scopus. https://doi.org/10.1201/9781003501152-9

Zhai, X. (2024). Transforming Teachers’ Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices. Journal of Science Education and Technology. Scopus. https://doi.org/10.1007/s10956-024-10174-0

Zlotnikova, I., Hlomani, H., Mokgetse, T., & Bagai, K. (2025). Establishing ethical standards for GenAI in university education: A roadmap for academic integrity and fairness. Journal of Information, Communication and Ethics in Society. Scopus. https://doi.org/10.1108/JICES-07-2024-0104

1. Docente Universitario. Facultad de Derecho y Humanidades Escuela. Profesional de Educación Inicial, Universidad César Vallejo. Perú. gromani@ucvvirtual.edu.pe

2. Docente Universitario. Instituto de Educación Superior Zegel. Perú. fkmacedo@zegel.pe

3. Docente Universitario. Escuela de Turismo. Facultad de Ciencias de la Comunicación, Turismo y Arqueología. Universidad Nacional San Luis Gonzaga, Ica, Perú. Correo electrónico de contacto: gsoto@unica.edu.pe

4. Docente Universitario. Facultad Ciencias de la Educación. Universidad Nacional San Luis Gonzaga. Perú. azucena.franco@unica.edu.pe

5. Docente Universitario. Escuela de Ciencias de la Comunicación. Facultad de Ciencias de la Comunicación, Turismo y Arqueología. Universidad Nacional San Luis Gonzaga, Ica, Perú. Correo electrónico de contacto: marina.ore@unica.edu.pe