Browsing by Author "Salguero Suntasig, Carla Marisol"

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    El uso de la inteligencia artificial NotebookLM en la comprensión lectora de los estudiantes de bachillerato general unificado
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-19) Stephanie Michelle, Quishpe Sánchez; Salguero Suntasig, Carla Marisol; Alajo Anchatuña, Alelandra Lorena
    Reading comprehension constitutes an essential competence for the development of critical thinking and autonomous learning; however, persistent difficulties are identified in the interpretation, analysis, and evaluation of texts at the high school level. The study is based on the potential of generative artificial intelligence and the construction-integration model to optimize active interaction with various documentary sources. The problem lies in the deficiencies detected at the literal, inferential, and critical-evaluative levels of second-year students at the Oxford Educational Unit, a situation that limits the deep construction of meanings. Given this reality, the general objective of the study was to determine the impact of using the artificial intelligence tool NotebookLM on the reading comprehension of Unified General Baccalaureate students. The methodology adopted a quantitative approach with a pre-experimental design of pretest-posttest type applied to a single group. A census sample of 20 participants was worked with, to whom a structured questionnaire was applied, whose validation by experts and reliability of 0.918 ensured data rigor. The pedagogical intervention was carried out over four weeks through poetic analysis activities mediated by the technological platform. The most relevant results demonstrated a notable increase in literal reading, which rose from 14.5% to 98.3%; likewise, the inferential and critical levels reached 100% effectiveness in the final evaluation phase. Therefore, the implementation of NotebookLM had a favorable and direct impact on strengthening interpretation and textual reflection skills. Consequently, the tool is established as a didactic resource of great potential to transform teaching and learning processes