RT info:eu-repo/semantics/doctoralThesis
T1 Innovación en un instituto de educación secundaria a través de entornos virtuales y tecnologías conversacionales: una investigación-acción para fomentar la autonomía del alumnado y la personalización de los procesos de enseñanza-aprendizaje de las matemáticas
A1 Giraldo Pérez, María del Carmen
A2 Universidad de Valladolid. Escuela de Doctorado
K1 Tecnología educativa
K1 Mathematics
K1 Matemáticas
K1 Chatbot
K1 Virtual environments
K1 Entornos virtuales
K1 Secondary education
K1 Educación secundaria
K1 58 Pedagogía
AB Educational innovation is essential to address the challenges of the knowledge society, particularly in the teaching of mathematics, where the aim is to improve understanding and foster critical thinking, problem-solving, and student motivation. The use of artificial intelligence, through chatbots, provides immediate feedback and personalized learning experiences, and together with virtual environments, expands interaction and promotes autonomous learning.At the secondary school Los Valles in Camarzana de Tera, the educational potential of technology was explored to enhance mathematics teaching practices and to promote digital transformation and reflection on its impact. The general objective of this research was to implement innovative strategies in this educational center to foster student autonomy and personalize learning through the use of conversational technologies and virtual environments, with the aim of improving pedagogical processes in mathematics.The action research methodology was employed to develop innovative strategies at IES Los Valles, based on the use of chatbots or conversational software programs integrated into virtual teaching and learning environments, the implementation of teacher training plans at the school level, and the monitoring of digital technology integration through the SELFIE tool. The action research focused on solving problems and generating improvements in this specific context, and its cyclical and reflective nature ensured that the solutions were continuously refined based on the results obtained.The general objective was achieved by acting in the areas of teachers, students, and the educational institution. Teachers participated in the research through discussions about difficulties in mathematics, reporting their perceptions of teaching and learning during the COVID-19 pandemic, contributing their opinions in the SELFIE questionnaire on technology use at the school, and engaging in activities within the institutional teacher training plan. Students, in turn, took part in diagnosing their difficulties in mathematics, learning styles, study habits, and motivation for learning; they interacted with mathematical content on the school’s Moodle platform and with the three types of chatbots configured during the research, provided evidence of learning through their digital portfolios and assessment tests, and helped improve the chatbots with their observations and suggestions, also participating in the SELFIE questionnaire. Finally, at the institutional level, actions were carried out for the technological transformation of the school, focusing on three aspects: the provision and updating of technological resources, teacher training in the pedagogical use of technology and reflection on its integration, and the application in the classroom of methods to effectively integrate technology, complementing face-to-face teaching and promoting personalization and student autonomy in learning.The main contribution of this research is the pedagogical innovation achieved through the introduction of hybrid chatbots that combine artificial intelligence with the teacher’s selection of specific content and resources for the teaching of mathematics in secondary education, contributing to the personalization and autonomy of student learning. It also provides a pathway for other schools to advance their digital transformation. However, one of the main limitations is sustaining the changes introduced in the educational institution over time. As future lines of research, it is proposed to address issues related to technological dependence and to conduct longitudinal studies that allow for a deeper evaluation of the impact of these tools on mathematics performance, while minimizing the risks of artificial intelligence in education and exploring their integration into other curricular areas.
YR 2025
FD 2025
LK https://uvadoc.uva.es/handle/10324/79911
UL https://uvadoc.uva.es/handle/10324/79911
LA spa
NO Escuela de Doctorado
DS UVaDOC
RD 21-nov-2025