<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0266</journal-id>
<journal-title><![CDATA[Revista Tecnológica-Educativa Docentes 2.0]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Docentes 2.0]]></abbrev-journal-title>
<issn>2665-0266</issn>
<publisher>
<publisher-name><![CDATA[Grupo Docentes 2.0 C.A.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02662022000200019</article-id>
<article-id pub-id-type="doi">10.37843/rted.v14i1.296</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Potencialidades de la Inteligencia Artificial en Educación Superior: Un Enfoque desde la Personalización]]></article-title>
<article-title xml:lang="en"><![CDATA[Potentialities of Artificial Intelligence in Higher Education: An Approach from Personalization]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parra-Sánchez]]></surname>
<given-names><![CDATA[Juan Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica Luis Amigó  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<fpage>19</fpage>
<lpage>27</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662022000200019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662022000200019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662022000200019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se distingue un denotado interés por conocer los procesos educativos y sus actores en el caso de investigaciones en el campo educativo y pedagógico. El presente estudio tuvo como objetivo analizar las potencialidades de las herramientas de IA en educación superior, teniendo en cuenta un enfoque desde la personalización del aprendizaje. Esta investigación se realizó bajo el método empírico-analítico, paradigma positivista, con enfoque cuantitativo, de tipo exploratorio y con diseño documental de tópico. La población o muestra considerada fueron 4 bases de datos: Scopus, Web of Science (WoS), Dialnet y Redalyc. La técnica utilizada fue la observación documental, y el instrumento utilizado fue la ficha de contenido. El análisis de los datos se realizó a través de la matriz de análisis de las categorías y con operadores booleanos se filtraron los documentos que no respondían a las preguntas de investigación propuestas para esta revisión. A la luz de los resultados obtenidos, se hace indispensable pensar en la importancia de contrastar los modelos pedagógicos y curriculares con respecto a la personalización. Es importante recordar que un sistema con alto contenido técnico, pero poco contenido pedagógico disuadirá a los estudiantes para su utilización. Como aporte a futuras investigaciones, se recomienda tener en cuenta los modelos pedagógicos y curriculares en la construcción modelos de personalización. Además, se debe realizar un contraste entre las metodologías disponibles en la literatura, con el fin de evaluar fortalezas y debilidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract There is a significant interest in knowing the educational processes and their actors in the case of research in the academic and pedagogical fields. The objective of this study was to analyze the potential of AI tools in higher education, taking into account an approach from the personalization of learning. This research was carried out under the empirical-analytical method, positivist paradigm, with a quantitative approach of an exploratory type and with a topical documentary design. The population or sample considered were four databases: Scopus, Web of Science (WoS), Dialnet, and Redalyc. The technique used was the documentary observation, and the instrument used was the content sheet. The data analysis was carried out through the analysis matrix of the categories. The documents that did not answer the research questions proposed for this review were filtered with Boolean operators. In light of the results obtained, it is essential to consider the importance of contrasting pedagogical and curricular models concerning personalization. It is important to remember that a system with high technical content but little pedagogical content will deter students from using it. As a contribution to future research, it is recommended to consider the pedagogical and curricular models in the construction of personalization models. In addition, a contract should be made between the methodologies available in the literature to assess strengths and weaknesses.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[personalización]]></kwd>
<kwd lng="en"><![CDATA[School conflict]]></kwd>
<kwd lng="en"><![CDATA[school coexistence]]></kwd>
<kwd lng="en"><![CDATA[disruptive behaviors]]></kwd>
<kwd lng="en"><![CDATA[aggression]]></kwd>
</kwd-group>
</article-meta>
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