Chatbots educativos y carga docente: síntesis crítica de aplicaciones y condiciones de implementación

Educational Chatbots and Teaching Workload: A Critical Synthesis of Applications and Implementation Conditions

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Introducción: Los chatbots educativos han adquirido creciente relevancia como herramientas de apoyo a la enseñanza, la atención de consultas y la automatización de determinadas actividades académicas. Objetivo: analizar la evidencia sobre las funciones de los chatbots en contextos educativos y su relación con la gestión de consultas y la carga docente. Metodología: se realizó una revisión sistemática narrativa y crítica, siguiendo PRISMA 2020. La búsqueda en Scopus y Web of Science consideró publicaciones entre 2015 y 2025. De 527 registros identificados, 43 estudios cumplieron los criterios de elegibilidad. Resultados: los chatbots se emplearon principalmente para gestionar consultas, orientar, apoyar el aprendizaje, proporcionar retroalimentación y automatizar tareas administrativas. Los beneficios se concentraron en actividades repetitivas y estructuradas, mientras que la evidencia sobre reducción efectiva de la carga docente fue limitada. Conclusión: los chatbots pueden complementar el trabajo docente cuando se integran con criterios pedagógicos, formación, supervisión humana y gobernanza institucional.
Introduction: Educational chatbots have gained increasing prominence as tools to support teaching, manage student inquiries, and automate specific academic activities. Objective: To analyze the evidence regarding the functions of chatbots in educational contexts and their relationship with query management and teaching workload. Methodology: A systematic narrative and critical review was conducted following the PRISMA 2020 guidelines. The search in Scopus and Web of Science considered publications between 2015 and 2025. Out of 527 identified records, 43 studies met the eligibility criteria. Results: Chatbots were primarily employed for inquiry management, guidance, learning support, providing feedback, and automating administrative tasks. Benefits were concentrated in repetitive and structured activities, whereas evidence on the effective reduction of teaching workload remained limited. Conclusion: Chatbots can complement teaching work when integrated with pedagogical criteria, training, human supervision, and institutional governance.

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Gómez Alvarado, J. E., Escurra Lagos, J. C., & Villota Oyarvide, W. (2026). Chatbots educativos y carga docente: síntesis crítica de aplicaciones y condiciones de implementación. Revista Tribunal, 6(16), 1-21. https://doi.org/10.59659/revistatribunal.v6i16.521
Número
Vol. 6 Núm. 16 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Julio – Septiembre 2026
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Artículos de Revisión
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Gómez Alvarado, J. E., Escurra Lagos, J. C., & Villota Oyarvide, W. (2026). Chatbots educativos y carga docente: síntesis crítica de aplicaciones y condiciones de implementación. Revista Tribunal, 6(16), 1-21. https://doi.org/10.59659/revistatribunal.v6i16.521

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