Evaluation of artificial intelligence assistance in teaching work at the Digna María Beatriz Cerda Neto Educational Unit, Pujilí-Ecuador

Abstract

Introduction. The gradual advancement and adoption of automation and artificial intelligence (AI) has driven significant changes across industries. The interdisciplinary nature of AI is far-reaching, as it has rapidly expanded with diverse applications in every sector such as medicine, education, networking, among others. Education professionals can benefit from the resources of AI, which promises to revolutionize everyday tasks. The global education landscape is transforming as it adapts to modern technologies such as AI, improving efficiency, productivity, and the quality of teaching. This is a study comparing AI tools for educators with the traditional method of doing teaching work activities in the educational institution, in which we aim to analyze job quality satisfaction. Using ANOVA analysis, the research. Objective: To demonstrate how the use of artificial intelligence can influence satisfaction with the quality of work evaluated by teachers in each of the activities of the teaching workday in an educational institution. To this end, analysis of variance (ANOVA) will be used to compare and analyze the data collected in both work environments, which will allow us to identify any significant differences between the methods. Methodology. The methodology used for this research was a questionnaire designed to assess the level of job satisfaction of artificial intelligence tools in digital environments to assist teachers in their work in an educational institution. This qualitative-quantitative study involved techniques and instruments for data collection and analysis, focusing on the teaching staff of the Educational Unit "Digna María Beatriz Cerda Neto" located in El Tingo, Pujilí Ecuador. The research, conducted in March 2024, was also inductive, starting from specific analyses to synthesize the research problem. AI tools such as Megaprofe and Magic School AI were used, the comparison between AI-assisted activities and traditional methods was analyzed using statistical methods such as ANOVA. The rating form was designed with 36 items. Minitab 18 software was used for statistical analysis. The research was descriptive and applicative, evaluating AI in the educational work context. Results. The educational activities within the institution assisted by AI show significant differences in teachers' satisfaction levels with 95% confidence are: recording grades, planning, meetings, coordination with other areas and finally supervision and control. However, tasks such as family support or career guidance show lower levels of satisfaction. Conclusion. Educators must stay abreast of AI capabilities for pedagogical improvement, task automation, and reduction of workload and work stress. Appropriate use of AI can streamline administrative tasks, but human intervention in AIs work remains crucial for personalized touch and quality assurance. Reliable Internet access in rural schools is crucial for effective utilization of AIs. Ensuring accessibility to AI tools, despite the costs, is essential for the professional development of Ecuadorian educators.