<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000402113</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.15091225</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[ChatGPT: redefiniendo el aprendizaje autónomo]]></article-title>
<article-title xml:lang="en"><![CDATA[ChatGPT: redefining autonomous learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomanguilla Reyna]]></surname>
<given-names><![CDATA[Janeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duran Llaro]]></surname>
<given-names><![CDATA[Kony Luby]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mucha Hospinal]]></surname>
<given-names><![CDATA[Luis Florencio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000402113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000402113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000402113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio analiza el impacto del uso de ChatGPT en el aprendizaje autónomo de estudiantes de cuarto grado de secundaria. Para tal fin, se aplicó un diseño cuasiexperimental con 42 participantes, divididos en dos grupos: uno control, con métodos tradicionales, y otro experimental, con actividades mediadas por ChatGPT. Además, se evaluaron cuatro dimensiones del aprendizaje autónomo: autogestión, automotivación, autorregulación y autoevaluación. Los resultados mostraron mejoras significativas en el grupo experimental, especialmente en los niveles de independencia total. También, se evidenció que ChatGPT potencia la motivación intrínseca, la regulación del aprendizaje y el uso de estrategias metacognitivas. El análisis estadístico confirmó diferencias significativas (p &lt; 0.05), y la regresión ordinal explicó el 100% de la variabilidad del aprendizaje autónomo. Aunque los resultados fueron positivos, la dimensión de autoevaluación mostró menor avance, lo que sugiere ajustar las estrategias pedagógicas. En conclusión, ChatGPT se presenta como una herramienta eficaz para fomentar el aprendizaje autónomo, aunque su implementación enfrenta desafíos relacionados con el acceso digital y la capacitación docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study analyzes the impact of ChatGPT on the independent learning of fourth-year secondary school students. A quasi-experimental design was used with 42 participants, divided into two groups: a control group with traditional methods, and an experimental group with ChatGPT-mediated activities. Additionally, four dimensions of independent learning were assessed: self-management, self-motivation, self-regulation, and self-assessment. The results showed significant improvements in the experimental group, especially in the levels of total independence. It was also evident that ChatGPT enhances intrinsic motivation, learning regulation, and the use of metacognitive strategies. Statistical analysis confirmed significant differences (p &lt; 0.05), and ordinal regression explained 100% of the variability in independent learning. Although the results were positive, the self-assessment dimension showed less progress, suggesting the need to adjust pedagogical strategies. In conclusion, ChatGPT is presented as an effective tool for fostering autonomous learning, although its implementation faces challenges related to digital access and teacher training.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[innovación pedagógica]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[pedagogical innovation]]></kwd>
</kwd-group>
</article-meta>
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