Impacto de chatbots educativos en aulas virtuales universitarias: una revisión sistemática

The impact of educational chatbots in university virtual classrooms: a systematic review

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Introducción: La integración de chatbots educativos basados en inteligencia artificial generativa (IAG) en aulas virtuales universitarias representa una transformación relevante en los procesos de enseñanza-aprendizaje, pero requiere analizar sus aportes pedagógicos y los desafíos éticos asociados. Objetivo: Analizar el impacto multidimensional de los agentes conversacionales basados en IAG sobre los procesos de enseñanza-aprendizaje en la educación superior virtual. Metodología: Se realizó una revisión sistemática de literatura bajo la declaración PRISMA 2020. Se analizaron 20 artículos empíricos indexados en Scopus, Web of Science, SciELO y Google Scholar, publicados entre 2022 y 2026. La información fue organizada mediante análisis comparativo de los principales hallazgos relacionados con aplicaciones pedagógicas, beneficios y riesgos de los agentes conversacionales. Resultados: Los estudios evidenciaron que los chatbots educativos basados en IAG favorecen la personalización del aprendizaje, funcionan como andamiajes cognitivos y contribuyen a reducir la ansiedad académica de los estudiantes. Sin embargo, se identificaron riesgos vinculados con el plagio sintético, las alucinaciones algorítmicas, la dependencia tecnológica y la ampliación de brechas digitales cuando su implementación carece de regulación institucional. Conclusiones: Los agentes conversacionales con inteligencia artificial generativa constituyen herramientas con alto potencial para fortalecer la educación superior virtual, siempre que su incorporación se acompañe de principios de ética, transparencia y equidad. Las universidades requieren avanzar hacia modelos de formación que integren capacidades humanas y tecnológicas para desarrollar inteligencias híbridas orientadas a una innovación educativa responsable.
Introduction: The integration of educational chatbots based on generative artificial intelligence (GenAI) into university virtual classrooms represents a significant transformation in teaching and learning processes; however, it necessitates a critical analysis of their pedagogical contributions and associated ethical challenges. Objective: This study aims to analyze the multidimensional impact of GenAI-based conversational agents on teaching and learning processes within virtual higher education. Methodology: A systematic literature review was conducted following the PRISMA 2020 statement. Twenty empirical articles indexed in Scopus, Web of Science, SciELO, and Google Scholar, published between 2022 and 2026, were analyzed. Data were organized through a comparative analysis of key findings regarding pedagogical applications, benefits, and risks of these conversational agents. Results: The findings demonstrate that GenAI-based educational chatbots foster personalized learning, serve as cognitive scaffolds, and contribute to reducing students' academic anxiety. Conversely, risks were identified concerning synthetic plagiarism, algorithmic hallucinations, technological dependency, and the widening of digital divides when implementation lacks institutional regulation. Conclusions: Conversational agents powered by generative artificial intelligence constitute high-potential tools for strengthening virtual higher education, provided their incorporation is guided by principles of ethics, transparency, and equity. Universities must transition toward training models that integrate human and technological capabilities to develop hybrid intelligences focused on responsible educational innovation.

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Ivonne Alva-Franco, C., Sánchez Sánchez, M. J., Estela Paredes, R., Chumpitazi Torres, C. Y., & Nieto-Rivas, E. A. (2026). Impacto de chatbots educativos en aulas virtuales universitarias: una revisión sistemática. Revista Tribunal, 6(16), 1-18. https://doi.org/10.59659/revistatribunal.v6i16.516
Número
Vol. 6 Núm. 16 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Julio – Septiembre 2026
Sección
Artículos de Revisión
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Ivonne Alva-Franco, C., Sánchez Sánchez, M. J., Estela Paredes, R., Chumpitazi Torres, C. Y., & Nieto-Rivas, E. A. (2026). Impacto de chatbots educativos en aulas virtuales universitarias: una revisión sistemática. Revista Tribunal, 6(16), 1-18. https://doi.org/10.59659/revistatribunal.v6i16.516

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