Impact of Generative Artificial Intelligence Tools in Distance Higher Education

Abstract

The present study evaluates the impact of the use of generative artificial intelligence tools in the teaching-learning process in a distance higher education environment, focusing on a higher education institution. Through a non-experimental and descriptive research design, data were collected from 215 students on their perception of the use of these tools in five key dimensions: effective use of AI tools, student AI competence, faculty AI competence, and advanced AI competencies. The results indicate widespread and positive adoption of generative AI tools, with 87.5% of students ranking in the mid to high levels of use. However, areas for improvement were identified in terms of technological competence, especially in the use of ChatGPT and in the continuous training of both students and teachers. In addition, the study highlights the influence of the study cycle and age on the adoption and effectiveness of the use of these tools.