Resumen

TORO FLORES, Yury Augusto et al. Implementation of an artificial intelligence virtual assistant in Latin American universities. Revista InveCom [online]. 2026, vol.6, n.3, e603114.  Epub 15-Ene-2026. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.17881621.

This article analyzes the implementation of an artificial intelligence virtual assistant in Latin American universities as a strategy to personalize learning in higher education. The research was conducted using a mixed-method approach and a multiple case study design, with the participation of 303 students and 35 teachers from Ecuador, Peru, and Colombia. The quantitative results showed significant improvements in student perception, highlighting immediate feedback, content adaptation, and learning pace adjustment; in addition, more than 75% of participants reported high levels of satisfaction. From the teaching perspective, the reduction in administrative burden and the promotion of pedagogical innovation were recognized, although concerns arose regarding student dependence. Qualitative findings confirmed the assistant as a pedagogical ally, but pointed to the need for teacher training and institutional policies for its responsible use. Likewise, limitations related to connectivity in rural areas were identified, which deepens digital divides. In conclusion, AI virtual assistants show transformative potential to promote more inclusive and sustainable education, provided that their integration is accompanied by ethical frameworks, teacher training, and digital equity strategies. This study provides empirical evidence on the emerging role of artificial intelligence in reducing educational inequalities and opens new lines of research on its impact in low-connectivity contexts.

Palabras clave : artificial intelligence; higher education; virtual assistant.

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