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Artículos de Revisión

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

Potencial de las herramientas de inteligencia artificial para la redacción científica: una revisión sistemática

Potential of artificial intelligence tools for scientific writing: a systematic review of empirical studies
Publicado
2026-09-03
Introducción: La incorporación de herramientas basadas en inteligencia artificial (IA) está transformando los procesos de producción textual académica, generando nuevas posibilidades para mejorar la escritura científica, pero también desafíos relacionados con la ética, la autoría y la integridad académica. Objetivo: Analizar el potencial de las herramientas de inteligencia artificial como instrumentos de apoyo para la redacción científica en el ámbito universitario. Metodología: Se realizó una revisión sistemática de literatura bajo el método PRISMA, considerando estudios publicados entre 2023 y 2026. La búsqueda se efectuó en las bases de datos Scopus, Web of Science, SciELO, Redalyc y Dialnet. Se seleccionaron 26 estudios originales que cumplieron los criterios de elegibilidad establecidos. Resultados: Los hallazgos evidenciaron que ChatGPT constituye la herramienta de inteligencia artificial más investigada en el ámbito de la escritura científica. Los estudios reportan mejoras en aspectos como corrección gramatical, organización textual, fluidez y ampliación del vocabulario académico. Predominaron los diseños cuantitativos basados en encuestas para evaluar la percepción y uso de estas tecnologías. No obstante, se identificaron preocupaciones vinculadas con la dependencia tecnológica, disminución de la autonomía intelectual y riesgos para la integridad académica. Conclusiones: La inteligencia artificial presenta un potencial significativo como andamiaje cognitivo para fortalecer la redacción científica universitaria. Sin embargo, su incorporación requiere una mediación pedagógica orientada al desarrollo del pensamiento crítico, la alfabetización digital y la preservación de la autoría intelectual del estudiante.
Introduction: The incorporation of artificial intelligence (AI)-based tools is transforming academic writing processes, creating new opportunities to enhance scientific writing while also raising challenges related to ethics, authorship, and academic integrity. Objective: To analyze the potential of artificial intelligence tools as support instruments for scientific writing in higher education. Methodology: A systematic literature review was conducted following the PRISMA method, considering studies published between 2023 and 2026. The search was performed in the Scopus, Web of Science, SciELO, Redalyc, and Dialnet databases. A total of 26 original studies that met the established eligibility criteria were selected. Results: The findings showed that ChatGPT is the most extensively investigated artificial intelligence tool in the field of scientific writing. The studies reported improvements in areas such as grammatical accuracy, textual organization, fluency, and academic vocabulary development. Quantitative survey-based designs predominated in assessing the perception and use of these technologies. Nevertheless, concerns were identified regarding technological dependence, reduced intellectual autonomy, and risks to academic integrity. Conclusions: Artificial intelligence has significant potential as a cognitive scaffold for strengthening scientific writing in higher education. However, its integration requires pedagogical mediation aimed at fostering critical thinking and digital literacy while preserving students' intellectual authorship.
Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
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Artículos de Revisión

Referencias

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