IA aplicada en la recreación de niños de transición en un rango de edad entre 5 y 7 años
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Fecha
2024
Autores
Iguarán Rolón, Alix Vanessa
Julio Jiménez, Juan José
Aldana Silva, Cristian Camilo
De Las Salas Gutiérrez, César
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Ediciones Universidad Simón Bolívar
Facultad de Ingenierías
Facultad de Ingenierías
Resumen
La inteligencia artificial (IA) está emergiendo como una herramienta poderosa en la educación preescolar, especialmente en el grado de transición, donde los niños comienzan a desarrollar habilidades cognitivas y socioemocionales clave. Estudios como A is for Artificial Intelligence demuestran cómo las aplicaciones educativas basadas en IA pueden mejorar la alfabetización y las habilidades matemáticas al adaptarse al ritmo y progreso de cada estudiante. Al proporcionar una experiencia de aprendizaje personalizada, estas herramientas permiten a los educadores identificar y abordar necesidades especiales desde una edad temprana, optimizando el proceso educativo. Además, según la investigación destacada en el Best-evidence synthesis, las intervenciones tecnológicas, cuando son interactivas y adaptativas, tienen un impacto positivo en el aprendizaje y desarrollo infantil. Este enfoque personalizado y basado en evidencia puede ser fundamental para garantizar que cada niño en la etapa de transición reciba un apoyo adecuado y significativo para su desarrollo.
Por otro lado, la IA también juega un papel importante en el desarrollo socioemocional de los niños. Estudios como “Can communication with social robots influence how children develop empathy?” exploran el potencial de los robots sociales en el fomento de habilidades emocionales y sociales, al ofrecer un entorno
interactivo donde los niños pueden practicar la identificación y manejo de emociones (Pashevich, 2022). La investigación en Robot Enhanced Therapy for Children with Autism va más allá, mostrando cómo la IA puede ser utilizada en terapias personalizadas para niños con autismo, facilitando la mejora de sus habilidades de comunicación y comportamiento social. En conjunto, estos avances sugieren que la IA puede ser una valiosa herramienta no solo para el aprendizaje académico, sino también para apoyar el desarrollo integral de los niños (Richardson et al., 2018). Por lo tanto, este proyecto tiene como objetivo implementar y evaluar herramientas educativas basadas en IA en el entorno de transición, potenciando el aprendizaje y el crecimiento emocional de los estudiantes a través de estrategias educativas adaptadas a sus necesidades individuales.
Artificial intelligence (AI) is emerging as a powerful tool in preschool education, especially in the transition grade, where children begin to develop key cognitive and social-emotional skills. Studies such as A is for Artificial Intelligence demonstrate how AI-based educational applications can improve literacy and math skills by adapting to each student's pace and progress. By providing a personalized learning experience, these tools enable educators to identify and address special needs from an early age, optimizing the educational process. Furthermore, according to research highlighted in the Best-evidence synthesis, technology interventions, when interactive and adaptive, have a positive impact on children's learning and development. This personalized, evidence-based approach can be critical to ensuring that each child in the transition stage receives developmentally appropriate and meaningful support. On the other hand, AI also plays an important role in children's socioemotional development. Studies such as “Can communication with social robots influence how children develop empathy?” explore the potential of social robots in fostering emotional and social skills by providing an interactive environment where children can practice identifying and managing emotions (Pashevich, 2022). The research in Robot Enhanced Therapy for Children with Autism goes further, showing how AI can be used in personalized therapies for children with autism, facilitating the improvement of their communication skills and social behavior. Taken together, these advances suggest that AI can be a valuable tool not only for academic learning, but also for supporting children's holistic development (Richardson et al., 2018). Therefore, this project aims to implement and evaluate AI-based educational tools in the transitional environment, enhancing students' learning and emotional growth through educational strategies tailored to their individual needs.
Artificial intelligence (AI) is emerging as a powerful tool in preschool education, especially in the transition grade, where children begin to develop key cognitive and social-emotional skills. Studies such as A is for Artificial Intelligence demonstrate how AI-based educational applications can improve literacy and math skills by adapting to each student's pace and progress. By providing a personalized learning experience, these tools enable educators to identify and address special needs from an early age, optimizing the educational process. Furthermore, according to research highlighted in the Best-evidence synthesis, technology interventions, when interactive and adaptive, have a positive impact on children's learning and development. This personalized, evidence-based approach can be critical to ensuring that each child in the transition stage receives developmentally appropriate and meaningful support. On the other hand, AI also plays an important role in children's socioemotional development. Studies such as “Can communication with social robots influence how children develop empathy?” explore the potential of social robots in fostering emotional and social skills by providing an interactive environment where children can practice identifying and managing emotions (Pashevich, 2022). The research in Robot Enhanced Therapy for Children with Autism goes further, showing how AI can be used in personalized therapies for children with autism, facilitating the improvement of their communication skills and social behavior. Taken together, these advances suggest that AI can be a valuable tool not only for academic learning, but also for supporting children's holistic development (Richardson et al., 2018). Therefore, this project aims to implement and evaluate AI-based educational tools in the transitional environment, enhancing students' learning and emotional growth through educational strategies tailored to their individual needs.
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Inteligencia artificial, Investigación, Tecnologías
