<?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>2665-0282</journal-id>
<journal-title><![CDATA[Episteme Koinonía. Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes]]></journal-title>
<abbrev-journal-title><![CDATA[Episteme Koinonía]]></abbrev-journal-title>
<issn>2665-0282</issn>
<publisher>
<publisher-name><![CDATA[Fundación Koinonía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02822025000100085</article-id>
<article-id pub-id-type="doi">10.35381/e.k.v7i14.4359</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Manejo del ChatGPT en actividades académicas en estudiantes universitarios, Ecuador]]></article-title>
<article-title xml:lang="en"><![CDATA[Management of ChatGPT in academic activities among university students, Ecuador]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Izquierdo-Morán]]></surname>
<given-names><![CDATA[Aída Margarita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jara-Contreras]]></surname>
<given-names><![CDATA[Johanna Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ballesteros-Coello]]></surname>
<given-names><![CDATA[Hamilton Josué]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez-Laborde]]></surname>
<given-names><![CDATA[Arturo Omar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica Estatal de Quevedo  ]]></institution>
<addr-line><![CDATA[Quevedo Los Ríos]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Técnica Estatal de Quevedo  ]]></institution>
<addr-line><![CDATA[Quevedo Los Ríos]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Técnica Estatal de Quevedo  ]]></institution>
<addr-line><![CDATA[Quevedo Los Ríos]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,ARQDISCON  ]]></institution>
<addr-line><![CDATA[Quevedo Los Ríos]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>8</volume>
<numero>15</numero>
<fpage>85</fpage>
<lpage>100</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02822025000100085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02822025000100085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02822025000100085&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las tecnologías como la inteligencia artificial (IA) como el ChatGPT ha transformado los procesos de aprendizaje en la educación. El objetivo es analizar el impacto en los procesos de aprendizaje del uso del ChatGPT en las actividades académicas en estudiantes universitarios de Los Ríos, Ecuador. Se realizó una investigación mixta de corte transversal a 335 estudiantes universitarios con un muestreo estratificado proporcional. Mediante una encuesta se exploró el uso de ChatGPT, sus ventajas, limitaciones y la orientación recibida para su empleo. Se establece que los estudiantes utilizan ChatGPT de forma limitada para actividades prácticas, dado por la falta de capacitación y el aprendizaje autodidacta del manejo de esta herramienta. En conclusión, el impacto de ChatGPT en el rendimiento académico de los estudiantes universitarios es mínimo debido a la ausencia de guía en su manejo y la falta de apoyo docente para una adopción responsable con ética y visión crítica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Technologies such as artificial intelligence (AI) like ChatGPT have transformed learning processes in education. The objective is to analyze the impact on learning processes of the use of ChatGPT in academic activities in university students in Los Ríos, Ecuador. Cross-sectional mixed research was carried out with 335 university students with a proportional stratified sampling. The use of ChatGPT, its advantages, limitations and the orientation received for its use were explored by means of a survey. It is established that students use ChatGPT in a limited way for practical activities, due to the lack of training and self-taught learning in the use of this tool. In conclusion, the impact of ChatGPT on the academic performance of university students is minimal due to the absence of guidance in its use and the lack of teaching support for responsible adoption with ethics and critical vision.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[ChatGPT]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[educación superior. (Tesauro UNESCO).]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[ChatGPT]]></kwd>
<kwd lng="en"><![CDATA[academic achievement]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[higher education. (UNESCO Thesaurus).]]></kwd>
</kwd-group>
</article-meta>
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