ISBN
Formato digital
979-13-87837-54-9
Fecha de publicación
06-10-2025
Licencia
D. R. © Copyright 2025. Alma Y. Alanis, Jorge Galvez, Omar Avalos, Eduardo Méndez-Palos, Jorge D. Rios, Adriana Peña Perez-Negron & Gabriel Martínez Soltero
Todos los contenidos de esta obra se comparten bajo la licencia Creative Commons Atri-bución/Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0). Esto implica que no está autorizado el uso comercial de la obra original ni de las eventuales obras derivadas, las cuales deberán distribuirse bajo la misma licencia que rige la obra original. No obstante, se permite a terceros compartir el contenido siempre y cuando se reconozca debidamente la autoría y la publicación original en esta editorial.
Guillermo Pérez Ramos
Universidad de Sonora
0009-0005-2766-1954
Víctor Hugo Benítez Baltazar
Universidad de Sonora
0000-0002-3926-9352
Jesús Horacio Pacheco Ramirez
Universidad de Sonora
0000-0002-8636-5902
Acerca de
The use of generative artificial intelligence by students has increased since the launch of powerful natural language processing tools such as ChatGPT. Several works have highlighted the strengths, weaknesses, opportunities, and threats of this technology in education, but there is a reduced amount of empirical research of its application in real academic scenarios. This work proposes the use of ChatGPT as a tool that could help engineering students solve highly complex problems more efficiently and accurately. In order to test this hypothesis, an experience with a group of students from a mechatronics engineering microcontrollers course was carried out using the project-based engineering approach. The results highlight the necessity of finding a balance between a learner’s previous knowledge and the complexity of a new task and educating students about proper prompt engineering techniques and the use of ChatGPT and any other GAI only as a complement to their own knowledge and skills.
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