Validación de un cuestionario sobre usos y creencias en IAG aplicada a la Educación Superior

Abstract

This paper presents the design and preliminary validation of a questionnaire aimed at identifying university students’ uses of and beliefs about Generative Artificial Intelligence (GAI) in higher education. The study addresses the need for context-specific instruments—particularly in Latin American contexts—that provide insight into how students use these technologies, assess their benefits, and perceive their ethical, educational, and epistemological risks. A quantitative approach and an instrumental design developed in two phases were adopted. In the first phase, six experts evaluated the clarity, relevance, and appropriateness of the items using Aiken’s V. In the second phase, the questionnaire was pilot-tested on 101 students majoring in engineering, social sciences, and education from two institutions in the Biobío Region of Chile. The instrument consisted of ten questions organized into two dimensions: use of digital literacy and beliefs about digital literacy. The results showed an overall Aiken’s V of .96, which strongly supports content validity. The internal consistency of the ordinal items reached a Cronbach’s alpha of .68, interpreted as indicative of an exploratory stage. The “uses” dimension showed greater consistency than the “beliefs” dimension. It is concluded that the questionnaire is a useful initial tool for institutional assessments, educational research, and critical digital literacy. However, it should not be considered a psychometrically validated instrument. It is recommended that samples be expanded and diversified, items be reviewed, and exploratory and confirmatory factor analyses be conducted in future institutional applications.