Alfabetización en Inteligencia Artificial Generativa. Conocimiento, Uso y Descarga Cognitiva en el Profesorado

Pablo Dúo-Terrón; Leticia Pilar Gil-Ramos; José-Antonio Marín-Marín; Marcos Román-González

Authors

Pablo Dúo-Terrón University of Granada https://orcid.org/0000-0002-8961-7351
Leticia Pilar Gil-Ramos Consejería de Educación de Castilla y León https://orcid.org/0000-0003-3465-9818
José-Antonio Marín-Marín University of Granada https://orcid.org/0000-0001-8623-4796
Marcos Román-González Universidad Nacional de Educación a Distancia (UNED) https://orcid.org/0000-0001-8506-1715

Keywords: Generative Artificial Intelligence, Education, Literacy, Teacher

Supporting Agencies

This research did not receive any specific grant from funding agencies in the public, commercial or not-for-profit sectors

Abstract

Generative Artificial Intelligence (GenAI) literacy has emerged as a set of skills that everyone should learn. The aim of this research is to evaluate the changes associated with a GenAI literacy intervention among non-university teaching staff (n = 70). A quantitative and descriptive approach was employed, using a questionnaire with 19 items organised into a block of nine variables relating to knowledge, attitudes and perceptions, and two dimensions concerning the use of GenAI and cognitive offloading. Data were collected before (pretest) and after (post-test) a 10-hour training phase. Means, standard deviation, skewness, kurtosis, Cohen’s d and Pearson’s correlations were used to interpret the results. The main results show that following the intervention there was an increase in knowledge regarding the use of GenAI, with some changes in the correlations between variables and dimensions. The study’s conclusions indicate a decrease in the intention to use GenAI and in teachers’ cognitive offloading, with a strengthening of the correlations between the two dimensions from mild to moderate.

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