Program of Artificial Intelligence Tools to Optimize Autonomous Learning in Students of an Educational Institution in Chiclayo, 2025

Abstract

The objective of this study was to determine whether the application of an artificial intelligence program enhances autonomous learning in second-year secondary school students at a public educational institution in Chiclayo during 2025. A quantitative, applied, quasi-experimental study was conducted, with a control group and an experimental group, both assessed through pre-tests and post-tests. The sample consisted of 70 students divided into two groups of 35 participants each. The intervention was organized into five modules and integrated the pedagogical use of Perplexity, Gemini, ChatGPT, Quizziz, Doctrina AI, and Replika to strengthen self-planning, self-regulation, self-evaluation, and the affective-emotional component of autonomous learning. In the pre-test, both groups were predominantly at the regular level; in the post-test, the experimental group reached 100% at the proficient level, while the control group remained predominantly at the regular level. The Mann-Whitney U test showed statistically significant differences favoring the experimental group in the overall variable and in all its dimensions, with significance values of p = 0.000. It is concluded that the artificial intelligence program significantly contributed to enhancing autonomous learning by promoting self-management, progress monitoring, and reflection on one's own performance.