Uso de Inteligencia Artificial Generativa (ChatGPT, DALL·E) como Herramienta de Apoyo en Procesos Educativos

This article examines the impact of generative artificial intelligence (ChatGPT and DALL·E) as educational tools in a public high school in Chimborazo, Ecuador. Using a mixed-methods design (quasi-experimental and qualitative) with 120 students, the study compared academic performance and perceptions between an experimental group (using AI) and a control group (traditional methods). Quantitative results showed significant improvement (p < 0.05) in the experimental group's performance (+3.3 points vs. +0.8 in controls), supported by surveys revealing high student acceptance (means > 4.0 on Likert scales). However, interviews identified critical challenges: uncritical reliance on AI-generated content and the need for teacher training. Theoretically, the findings align with the framework of augmented learning, emphasizing technology's mediating role when pedagogically integrated. The study provides empirical evidence about the viability of these tools in vulnerable educational contexts while warning about ethical and methodological risks requiring institutional protocols. It concludes that generative AI can enhance learning when implemented with strategies promoting critical thinking and active teacher supervision.