Publication: Impacto de la inteligencia artificial generativa en el diseño de recursos musicales Gamificados
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Date
2025-11
Authors
Palazón-Herrera, José ; Sánchez-Marroquí, Judith
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Facultad de Educación
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Publisher
Universitat de València y Jesús Tejada Giménez
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DOI
https://doi.org/10.5281/zenodo.17975537
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info:eu-repo/semantics/article
Description
Abstract
La irrupción de la Inteligencia Artificial Generativa (IA-Gen) en el ámbito educativo plantea nuevos retos en el ámbito educativo y, muy especialmente, en la formación inicial del profesorado de Música. Este estudio analiza el impacto de herramientas de IA-Gen en el diseño de recursos gamificados -concretamente, breakouts digitales- desarrollados por estudiantes universitarios. Se adoptó un enfoque metodológico mixto secuencial explicativo (QUAN → qual), con la participación de 74 estudiantes de música del Grado de Educación Primaria y del Máster en Formación del Profesorado. A través de cuestionarios, escalas validadas, rúbricas de evaluación y entrevistas estructuradas, se exploraron las actitudes, conocimiento y uso, motivación y calidad de los breakouts diseñados. Los resultados evidencian una mejora significativa en el conocimiento, uso y valoración de la IA-Gen, así como un incremento notable en la calidad técnica y visual de los recursos diseñados. Las entrevistas revelaron una progresiva evolución hacia un uso más crítico y pedagógico de la IA, pese a las dificultades técnicas y a la elevada carga de trabajo en determinadas fases del proceso. Las conclusiones indican que la IA-Gen posee un alto potencial para enriquecer la formación docente, siempre que su integración vaya acompañada de una orientación crítica, una planificación adecuada y una reflexión sobre su aplicación educativa.
The emergence of Generative Artificial Intelligence (GenAI) in the educational field presents new challenges, particularly in the initial training of music teachers. This study examines the impact of GenAI tools on the design of gamified educational resources specifically, digital breakouts developed by university students. A sequential explanatory mixed-methods approach (QUAN → qual) was adopted, involving 74 music students from the Primary Education degree and the Master's in Teacher Training Through questionnaires, validated scales, evaluation rubrics, and structured interviews, the study explored attitudes, knowledge and use, motivation, and the quality of the designed breakouts. The results show a significant improvement in students’ knowledge, use, and appreciation of GenAI, as well as a notable increase in the technical and visual quality of the resources created. The interviews revealed a progressive shift toward a more critical and pedagogical use of AI, despite technical difficulties and a high workload during certain phases of the process. The findings suggest that GenAI holds strong potential to enhance teacher training, provided its integration is accompanied by critical guidance, appropriate planning, and reflection on its educational application.
The emergence of Generative Artificial Intelligence (GenAI) in the educational field presents new challenges, particularly in the initial training of music teachers. This study examines the impact of GenAI tools on the design of gamified educational resources specifically, digital breakouts developed by university students. A sequential explanatory mixed-methods approach (QUAN → qual) was adopted, involving 74 music students from the Primary Education degree and the Master's in Teacher Training Through questionnaires, validated scales, evaluation rubrics, and structured interviews, the study explored attitudes, knowledge and use, motivation, and the quality of the designed breakouts. The results show a significant improvement in students’ knowledge, use, and appreciation of GenAI, as well as a notable increase in the technical and visual quality of the resources created. The interviews revealed a progressive shift toward a more critical and pedagogical use of AI, despite technical difficulties and a high workload during certain phases of the process. The findings suggest that GenAI holds strong potential to enhance teacher training, provided its integration is accompanied by critical guidance, appropriate planning, and reflection on its educational application.
Citation
Revista Electrónica de LEEME: Electronic Journal of Music in Education, (2025), (56), 268-285
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