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Mediaciones tecnológicas en comprensión lectora: una revisión documental sobre herramientas IA

Author

Listed:
  • Juan Carlos Urbiñez Villero
  • Cruz Marina Ruiz Valencia
  • Dannys Zuley Bustamante Padilla

Abstract

Este artículo examina las mediaciones tecnológicas de la inteligencia artificial (IA) en la comprensión lectora mediante una revisión documental cualitativa, centrada en narrativas digitales y experiencias estudiantiles en secundaria. Se analizaron fuentes recientes (2019-2025) como Rico-Juan et al. (2024), Ortega Auris et al. (2025) y Xu (2025), identificando aportes en personalización algorítmica para niveles literal, inferencial y crítico, junto a tensiones como brechas digitales y riesgos éticos. La metodología cualitativa-documental empleó matrices temáticas y análisis iterativo (codificación abierta, axial y selectiva) para triangulación fenomenológica, revelando cómo la IA cataliza significados emergentes sin reemplazar la mediación humana. Los resultados destacan aplicaciones como Microsoft Reading Coach para andamiaje dinámico, pero advierten sobre dependencias tecnológicas en contextos latinoamericanos vulnerables. Se concluye que la IA debe integrarse como complemento pedagógico equitativo, con recomendaciones para formación docente y estudios empíricos futuros que validen impactos híbridos en aulas reales.

Suggested Citation

Handle: RePEc:cvp:reflex:v:3:y:2026:i:1:id:29
DOI: 10.69821/rer.v3i1.29
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