Integrating generative artificial intelligence tools into logistics instruction in upper secondary school

Authors

DOI: https://doi.org/10.6018/riite.686451
Keywords: Artificial intelligence, Cognitive skills, Logistic, Technical education, Technology Uses in Education

Abstract

Generative Artificial Intelligence (GAI) has become a strategic resource in logistics education by facilitating the understanding of complex concepts and strengthening the development of technical competencies. This study analyzes, through a quantitative comparative design with repeated measures, the perceptions of 34 upper secondary education students (third semester of the Technical Logistics program, CETAC 06, Guanajuato, Mexico; aged 16–19) following an educational intervention with three GAI tools: ChatGPT, Canva AI, and VideoMaker. A validated instrument (α = 0.96) measuring usefulness, dependence, teacher training, and recommendation was applied. Due to the ordinal nature of the data and the lack of normality (Shapiro–Wilk test, p < 0.05), nonparametric methods were employed: Friedman test, post hoc Wilcoxon comparisons with Bonferroni adjustment, and Kendall’s coefficient of concordance (W). The results show statistically significant differences among the tools (χ²(2) = 16.42, p < 0.001), with ChatGPT achieving the highest median (42.5) and the lowest dispersion (IQR = 5.5). Canva (median 39.0, IQR = 9.0) and VideoMaker (median 40.0, IQR = 10.5) showed no significant differences between them (p = 1.000). The effect size was small (W = 0.241). A notable technological dependence on ChatGPT was identified, along with the need to strengthen teacher training to promote a more critical and reflective pedagogical integration. It is concluded that GAI is perceived as useful in logistics teaching, but its implementation should be accompanied by instructional strategies that foster student autonomy, critical thinking, and the verification of results. Future research should extend this line through longitudinal studies with larger samples and objective learning measurements.

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Author Biography

Cinhtia Maribel González Segura, Universidad Autónoma de Yucatán

Full Professor at the Faculty of Mathematics, Universidad Autónoma de Yucatán, Mexico. Holds a Ph.D. in Educational Systems and Environments and a Master’s degree in Computer Science. She holds the PRODEP profile and is a member of the National System of Researchers (SNI), the State Registry of Researchers of Yucatán, the Mexican Academy of Computing, the Network of Technology and Education, and the Network of Latin American and Caribbean Teachers. She has served as principal investigator and collaborator in social, research, and outreach projects funded by CONACYT and the Kellogg Foundation. She has published articles in national and international peer-reviewed and indexed journals, and has delivered workshops, conferences, diploma courses, and undergraduate and graduate-level courses. She has participated in national and international academic events. Her areas of interest include educational technology, computational thinking, web development, evaluation, computation theory, and the application of intelligent algorithms for problem-solving.

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Published
01-06-2026
How to Cite
González Segura, C. M., Rocha Gallegos , A., & García García, M. (2026). Integrating generative artificial intelligence tools into logistics instruction in upper secondary school. RiiTE Interuniversity Journal of Research in Educational Technology, (20), 126–142. https://doi.org/10.6018/riite.686451
Issue
No. 20 (2026): 10 years of RiiTE
Section
ARTÍCULOS

Copyright (c) 2026 Cinhtia Maribel González Segura, Abraham Rocha Gallegos , Michel García García

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