Ir al menú de navegación principal Ir al contenido principal Ir al pie de página del sitio
logo

Artículos de Revisión

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

Inteligencia artificial y tecnología en el aprendizaje basado en proyectos: revisión sistemática

Artificial intelligence and technology in project-based learning: a systematic review
Publicado
2026-09-07
Introducción: La inteligencia artificial se aprovecha para personalizar la enseñanza, automatizar la evaluación y enriquecer los entornos virtuales de aprendizaje. Objetivo: Analizar de qué manera la integración de la IA repercute en el ABP en los últimos años. Método: Se desarrolló una revisión sistemática con diseño descriptivo, empleando la técnica de análisis de contenido y se seleccionaron veinte estudios empíricos publicados entre 2020 y 2025 bajo el método PRISMA. Resultados: Se expuso que en el 65 % de los estudios analizados se empleó chatbots, en el 25 % generadores de contenido, en el 20 % plataformas de gestión del aprendizaje, en el 20 % software de programación y robótica, y en el 15 % realidad virtual o aumentada. Conclusión: La integración de la inteligencia artificial y la tecnología repercute de manera positiva y considerable en el aprendizaje basado en proyectos.
Introduction: Artificial intelligence is being used to personalize teaching, automate assessment, and enrich virtual learning environments. Objective: To analyze how the integration of AI has impacted project-based learning (PBL) in recent years. Method: A systematic review with a descriptive design was conducted, employing content analysis techniques. Twenty empirical studies published between 2020 and 2025 were selected using the PRISMA approach. Results: The study found that 65% of the analyzed studies used chatbots, 25% used content generators, 20% used learning management platforms, 20% used programming and robotics software, and 15% used virtual or augmented reality. Conclusion: The integration of artificial intelligence and technology has a positive and significant impact on project-based learning.
Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Revisión

Referencias

  1. Al-Kamzari, F. y Alias, N. (2025). A systematic literature review of project-based learning in secondary school physics: theoretical foundations, design principles, and implementation strategies. Humanities and Social Sciences Communications, 12(1), 1-18. https://doi.org/10.1057/s41599-025-04579-4
  2. Al Mashagbeh, M., Alsharqawi, M., Tudevdagva, U. y Khasawneh, H. (2025). Student engagement with artificial intelligence tools in academia: a survey of Jordanian universities. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1550147
  3. Alghamdi, A. A. (2025). University students’ perceptions of generative AI for critical thinking and creativity: The influence of self-efficacy and disciplinary differences. Innovations in Education and Teaching International, 1-15. https://doi.org/10.1080/14703297.2025.2600476
  4. Aljemely, Y. (2024). Challenges and best practices in training teachers to utilize artificial intelligence: a systematic review. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1470853
  5. Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 10(3). https://doi.org/10.1177/2158244020938702
  6. Ateş, H. (2025). Integrating augmented reality into intelligent tutoring systems to enhance science education outcomes. Education and Information Technologies, 30(4), 4435-4470. https://doi.org/10.1007/s10639-024-12970-y
  7. Benjamin, J., Pillow, T., MacNeill, H., Masters, K., Agrawal, A. y Mehta, N. (2024). Reflections From the Pandemic: Is Connectivism the Panacea for Clinicians? Journal of Medical Internet Research, 26. https://doi.org/10.2196/53344
  8. Bhullar, P. S., Joshi, M. y Chugh, R. (2024). ChatGPT in higher education-a synthesis of the literature and a future research agenda. Education and Information Technologies, 29(16), 21501-21522. https://doi.org/10.1007/s10639-024-12723-x
  9. Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., Wang-Chong, S., y Siemens, G. (2024). A meta systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21(1), 4. https://doi.org/10.1186/s41239-023-00436-z
  10. Bouguettaya, S., Pupo, F., Chen, M. y Fortino, G. (2025). A Meta-Survey of Generative AI in Education: Trends, Challenges, and Research Directions. Big Data and Cognitive Computing, 9(9). https://doi.org/10.3390/bdcc9090237
  11. Chen, Y., Qi, H., Qiu, Y., Li, J., Zhu, L., Gao, X., Wang, H., & Jiang, G. (2025). Artificial intelligence in medical problem-based learning: opportunities and challenges. Global Medical Education, 2(1), 5-13. https://doi.org/10.1515/gme-2024-0015
  12. Cibu, B. R., Crăciun, L., Molănescu, A. G. y Cotfas, L. A. (2025). Exploring the Educational Applications of Large Language Models: A Systematic Review and Topic Analysis. Electronics, 14(23). https://doi.org/10.3390/electronics14234683
  13. Cotton, D. R., Cotton, P. A. y Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148
  14. Dai, Y., Xiao, J. Y., Huang, Y., Zhai, X., Wai, F. C. y Zhang, M. (2025). How generative AI enables an online project-based learning platform: An applied study of learning behavior analysis in undergraduate students. Applied Sciences, 15(5). https://doi.org/10.3390/app15052369
  15. Elhag, A., Al Abri, M. y Fahmy, A. M. (2025). The effect of generative AI tools (ChatGPT, Gemini, etc.) on students’ achievement and their motivation towards learning. JOTSE: Journal of Technology and Science Education, 15(3), 746-759. https://doi.org/10.3926/jotse.3410
  16. Ferreira, F., Santos, P. V., Castanheirada, M., Robson, J., Ferreirada, W. y Girardi, D. (2024). ChatGPT in Brazilian K-12 science education. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1321547
  17. Gligorea, I., Cioca, M., Oancea, R., Gorski, A. T., Gorski, H. y Tudorache, P. (2023). Adaptive learning using artificial intelligence in e-learning: A literature review. Education Sciences, 13(12). https://doi.org/10.3390/educsci13121216
  18. Greenspan, A. A., Goldberg, G. S. y Hamilton, K. L. (2025). Problem-based learning and digital platforms in medical education. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1631337
  19. Guizani, S., Mazhar, T., Shahzad, T., Ahmad, W., Bibi, A. y Hamam, H. (2025). A systematic literature review to implement large language model in higher education: issues and solutions. Discover Education, 4(1), 35. https://doi.org/10.1007/s44217-025-00424-7
  20. Jaramillo, J. J. y Chiappe, A. (2024). The AI-driven classroom: A review of 21st century curriculum trends. Prospects, 54(3), 645-660. https://doi.org/10.1007/s11125-024-09704-w
  21. Jiang, H., Zhu, D., Chugh, R., Turnbull, D. y Jin, W. (2025). Virtual reality and augmented reality-supported K-12 STEM learning: trends, advantages and challenges. Education and Information Technologies, 30(9), 12827-12863. https://doi.org/10.1007/s10639-024-13210-z
  22. Levin, I., Semenov, A. L. y Gorsky, M. (2025). Smart learning in the 21st century: Advancing constructionism across three digital epochs. Education Sciences, 15(1). https://doi.org/10.3390/educsci15010045
  23. Li, Y., Wu, Y. y Chiu, T. K. (2025). How teacher presence affects student engagement with a generative artificial intelligence chatbot in learning designed with first principles of instruction. Journal of Research on Technology in Education, 1-17. https://doi.org/10.1080/15391523.2025.2493942
  24. Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed methods intervention study. Smart Learning Environments, 11(1), 9. https://doi.org/10.1186/s40561-024-00295-9
  25. Mena, A. F., López, L., Bernal, C. y Ballesteros, C. (2025). Educational transformation through emerging technologies: Critical review of scientific impact on learning. Education Sciences, 15(3). https://doi.org/10.3390/educsci15030368
  26. Mustafa, M. Y., Tlili, A., Lampropoulos, G., Huang, R., Jandrić, P., Zhao, J., Salha, S., Xu, L., Panda, S., López-Pernas, S., y Saqr, M. (2024). A systematic review of literature reviews on artificial intelligence in education (AIED): A roadmap to a future research agenda. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00350-5
  27. Nasr, N. R., Tu, C. H., Werner, J., Bauer, T., Yen, C. J. y Sujo, L. (2025). Exploring the Impact of Generative AI ChatGPT on Critical Thinking in Higher Education: Passive AI-Directed Use or Human–AI Supported Collaboration? Education Sciences, 15(9). https://doi.org/10.3390/educsci15091198
  28. Nazyrova, A., Miłosz, M., Bekmanova, G., Omarbekova, A., Aimicheva, G. y Kadyr, Y. (2025). The digital transformation of higher education in the context of an AI-driven future. Sustainability, 17(22). https://doi.org/10.3390/su17229927
  29. Niño, S. A., Castellanos, J. C., López, M. L. y Parra, K. L. (2025). Inteligencia artificial en la formación universitaria: una revisión de estudios centrados en la opinión de los estudiantes. Formación universitaria, 18(2), 107-124. https://doi.org/10.4067/s0718-50062025000200107
  30. Omeh, C. B. y Ayanwale, M. A. (2025). Artificial intelligence meets PBL: transforming computer-robotics programming motivation and engagement. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1674320
  31. Pasipamire, N. y Muroyiwa, A. (2024). Navigating algorithm bias in AI: ensuring fairness and trust in Africa. Frontiers in research metrics and analytics, 9. https://doi.org/10.3389/frma.2024.1486600
  32. Peng, J. y Li, Y. (2025). Frontiers of artificial intelligence for personalized learning in higher education: A systematic review of leading articles. Applied Sciences, 15(18). https://doi.org/10.3390/app151810096
  33. Perdomo, B. y González, O. A. (2025). Inteligencia artificial en educación superior: revisión integrativa de la literatura. Cuadernos de Investigación Educativa, 16(2). https://doi.org/10.18861/cied.2025.16.2.4034
  34. Polakova, P. y Ivenz, P. (2024). The impact of ChatGPT feedback on the development of EFL students’ writing skills. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2410101
  35. Richter, S., Giroux, M., Piven, I., Sima, H. y Dodd, P. (2025). A constructivist approach to integrating AI in marketing education: Bridging theory and practice. Journal of Marketing Education, 47(2), 94-111. https://doi.org/10.1177/02734753241288876
  36. Rigopouli, K., Kotsifakos, D. y Psaromiligkos, Y. (2025). Vygotsky’s creativity options and ideas in 21st-century technology-enhanced learning design. Education Sciences, 15(2). https://doi.org/10.3390/educsci15020257
  37. Ruiz, S., Sánchez, E. y Ruiz, J. (2025). The role of artificial intelligence in project-based learning: Teacher perceptions and pedagogical implications. Education Sciences, 15(2). https://doi.org/10.3390/educsci15020150
  38. Schei, O. M., Møgelvang, A. y Ludvigsen, K. (2024). Perceptions and use of AI chatbots among students in higher education: A scoping review of empirical studies. Education Sciences, 14(8). https://doi.org/10.3390/educsci14080922
  39. Shi, J., Li, X., Ning, Y., Kong, W., Guo, W., Ma, T., Yang, N., Lu, J., Guo, Y., Liu, L., y Yang, C. (2025). Application of generative artificial intelligence chatbots+ project task driven teaching in undergraduate nursing students: a quasi-experimental study. BMC Medical Education, 25. https://doi.org/10.1186/s12909-025-08324-y
  40. Stoyanova, D., Stoyanova, S., Shotarova, S., Lyubomirov, S. y Mileva, N. (2025). ChatGPT in Programming Education: An Empirical Study on Its Impact on Student Performance, Creativity, and Teamwork. Education Sciences, 16(1), 19. https://doi.org/10.3390/educsci16010019
  41. Sutrisno, S., Azis, A., Setyawan, M. B., Dewi, D. A., Hidayah, Y., Hakiki, M., Hamid, M., y Fadli, R. (2025). Assessing students’ readiness for artificial intelligence-based project learning to strengthen local wisdom values in Indonesia. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2582948
  42. Tang, V., Painho, M. y Vorobeva, D. (2026). Integrating tailored generative AI into the flipped classroom: A pilot implementation in higher education. Innovations in Education and Teaching International, 1-19. https://doi.org/10.1080/14703297.2025.2523898
  43. Tian, X. y Ironsi, C. S. (2025). Examining the impact of augmented reality on students’ learning outcomes. Scientific Reports, 15(1). https://doi.org/10.1038/s41598-025-20833-w
  44. Vargas, J. B., Nolasco, M. A., Velásquez, N. C., Gambetta, R. L., Martinez, A. N. y Espinoza, S. M. (2025). Relative Advantage and Compatibility as Drivers of ChatGPT Adoption in Latin American Higher Education: A PLS SEM Study Towards Sustainable Digital Education. Sustainability, 17(18). https://doi.org/10.3390/su17188329
  45. Wu, X. Y., Radloff, J. D., Yeter, I. H., Wang, L. y Chiu, T. K. (2025). Designing artificial intelligence chatbots for self-regulated learning from a systematic review based on Habermas's three interests. Interactive Learning Environments, 1-24. https://doi.org/10.1080/10494820.2025.2563086
  46. Xia, Q., Weng, X., Ouyang, F., Lin, T. J. y Chiu, T. K. (2024). A scoping review on how generative artificial intelligence transforms assessment in higher education. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00468-z
  47. Yu, C., Yan, J. y Cai, N. (2024). ChatGPT in higher education: factors influencing ChatGPT user satisfaction and continued use intention. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1354929
  48. Yue, M., Jong, M. S. y Ng, D. T. (2024). Understanding K–12 teachers’ technological pedagogical content knowledge readiness and attitudes toward artificial intelligence education. Education and Information Technologies, 29(15), 19505-19536. https://doi.org/10.1007/s10639-024-12621-2
  49. Zhang, W., Guan, Y. y Hu, Z. (2024). The efficacy of project-based learning in enhancing computational thinking among students: A meta-analysis of 31 experiments and quasi-experiments. Education and Information Technologies, 29(11), 14513-14545. https://doi.org/10.1007/s10639-023-12392-2