TY - GEN
T1 - Heutagogical Learning and the Use of ChatGPT in the pre-professional practice of university students
AU - Arones, Maritza
AU - Chauca, Carmen
AU - Phun-Pat, Ynés
AU - Curro-Urbano, Olga
AU - De La Cruz-Arones, Maritza
N1 - Publisher Copyright:
© 2024 Copyright held by the owner/author(s).
PY - 2025/1/21
Y1 - 2025/1/21
N2 - The objective of the study was to establish the relationship between heutagogical learning and the use of chatGPT in the preprofessional practice of university students of the professional career of Educational Sciences in Mathematics and Computer Science at the National University “San Luis Gonzaga”. The Self-Learning Strategies Questionnaire (CETA) was used for university students, which considers six dimensions: Extension Strategies, Collaboration Strategies, Conceptualization Strategies, Planning Strategies, Exam Preparation Strategies and Participation Strategies. The sample was made up of students enrolled in the IX and X semester of the aforementioned professional career. Through univariate correlation analysis and applying Spearman’s Rho test (0.587>0.344, p<0.05), a significant correlation between the variables is confirmed, highlighting the importance of the self-directed approach in the training of educators supported in the use from chatGPT. Additionally, specific strategies, such as outreach, collaboration, conceptualization, planning, test preparation, and participation, were found to be related to preprofessional practice success. Consequently, it is recommended to actively promote heutagogical learning and the application of these strategies in the training of educators.
AB - The objective of the study was to establish the relationship between heutagogical learning and the use of chatGPT in the preprofessional practice of university students of the professional career of Educational Sciences in Mathematics and Computer Science at the National University “San Luis Gonzaga”. The Self-Learning Strategies Questionnaire (CETA) was used for university students, which considers six dimensions: Extension Strategies, Collaboration Strategies, Conceptualization Strategies, Planning Strategies, Exam Preparation Strategies and Participation Strategies. The sample was made up of students enrolled in the IX and X semester of the aforementioned professional career. Through univariate correlation analysis and applying Spearman’s Rho test (0.587>0.344, p<0.05), a significant correlation between the variables is confirmed, highlighting the importance of the self-directed approach in the training of educators supported in the use from chatGPT. Additionally, specific strategies, such as outreach, collaboration, conceptualization, planning, test preparation, and participation, were found to be related to preprofessional practice success. Consequently, it is recommended to actively promote heutagogical learning and the application of these strategies in the training of educators.
KW - chatGPT
KW - heutagogical learning
KW - learning strategy
KW - preprofessional practice
UR - https://www.scopus.com/pages/publications/85218059148
U2 - 10.1145/3702163.3702185
DO - 10.1145/3702163.3702185
M3 - Contribución a la conferencia
AN - SCOPUS:85218059148
T3 - Proceedings of the 2024 the 16th International Conference on Education Technology and Computers, ICETC 2024
SP - 155
EP - 160
BT - Proceedings of the 2024 the 16th International Conference on Education Technology and Computers, ICETC 2024
PB - Association for Computing Machinery, Inc
T2 - 16th International Conference on Education Technology and Computers, ICETC 2024
Y2 - 18 September 2024 through 21 September 2024
ER -