Implementación de un asistente virtual de inteligencia artificial en universidades latinoamericanas
| Pages | 1-9 |
| Date | 05 July 2026 |
| Published date | 05 July 2026 |
| Author | Yury Augusto Toro Flores,Irayda Karina Toro Flores,Cesar Augusto Calvo Ramírez,Danny Rolando Urquizo Orozco,Maria de Lourdes Chapalbay Bravo |
| Subject Matter | Social Sciences |
Implementación de un asistente virtual de inteligencia
artificial en universidades latinoamericanas
Implementation of an artificial intelligence virtual assistant in Latin
American universities
Recibido: 15/08/2025 - Aceptado: 13/11/2025
Yury Augusto Toro Flores
https://orcid.org/0000-0002-3129-481X
ytoro@unsa.edu.pe
Universidad Nacional de San Agustín de Arequipa. Arequipa, Perú
Irayda Karina Toro Flores
https://orcid.org/0009-0002-3312-6104
iraydatoro7@hotmail.com.pe
Investigador independiente. Arequipa, Perú
Cesar Augusto Calvo Ramírez
https://orcid.org/0009-0005-4681-4688
mariomoreno197458@gmail.com
Universidad Nacional Federico Villarreal. Lima, Perú
Danny Rolando Urquizo Orozco
https://orcid.org/0009-0003-5996-6061
durquizoo@unemi.edu.ec
Universidad Estatal de Milagro. Milagro, Ecuador
Maria de Lourdes Chapalbay Bravo
https://orcid.org/0009-0001-6368-0598
maria.chapalbay@educacion.gob.ec
Universidad Nacional de Chimborazo. Riobamba, Ecuador
Resumen
Este artículo a naliza la implementación de un asistente virtual de inteligencia artificial en universidades
latinoamericanas como estrategia para pers onalizar el aprendizaje en la educación superior. La investigación se
desarrolló bajo un enfoque mixto y un diseño de estudio de caso múltiple, con la participación de 303 estudiantes
y 35 docentes de Ecuador, Perú y Colombia. Los resultados cuantitativos evidenciaron mejoras significativas en
la percepción estudiantil, destac ando la retroalimentación inmediat a, la adaptación de contenidos y el ajuste del
ritmo de aprendi zaje; además, más del 75% de los participantes reportó altos niveles de satisfacción. Desde la
perspectiva docente, se reconoció la reducción de la carga administrativa y el impulso a la innovación pedagógica,
aunque surgieron preocupaciones respecto de la dependencia estudiantil. Los hallazgos cualitativos confirmaron
al as istente com o un aliado pedagógico, pero señalaron la necesida d de capacitación docente y de políticas
institucionales para su uso responsable. Asimismo, se identificaron limitaciones relacionadas con la conectividad
en zonas rurales, lo que profundiza las brechas digitales. En conclusión, los asistentes virtuales de IA muestran
un potencial transformador para promover una educación m ás inclusiva y sostenible, siempre que su integración
se acompañe de marcos éticos, formación docente y estrategias de equidad digital. Este estudio aporta evidencia
empírica sobre el papel emergente de la inteligencia artificial en la reducción de desigualdades educativas y abre
nuevas líneas de investigación sobre su impacto en contextos de baja conectividad.
Palabras clave: inteligencia artificial, educación superior, asistente virtual.
Abstract
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 researc h 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, highligh ting
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