Impacto de la IA en la enseñanza de la programación: Una revisión sistemática

Autores:: Avila-Avila, Miguel-Leonardo
Gutierrez Buitrago, Edison Ferney

Tipo de recurso:: Article of journal

Fecha de publicación:: 2025

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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dc.title.es-ES.fl_str_mv	Impacto de la IA en la enseñanza de la programación: Una revisión sistemática
title	Impacto de la IA en la enseñanza de la programación: Una revisión sistemática
spellingShingle	Impacto de la IA en la enseñanza de la programación: Una revisión sistemática programation education artificial intelligence programación educación inteligencia artificial
title_short	Impacto de la IA en la enseñanza de la programación: Una revisión sistemática
title_full	Impacto de la IA en la enseñanza de la programación: Una revisión sistemática
title_fullStr	Impacto de la IA en la enseñanza de la programación: Una revisión sistemática
title_full_unstemmed	Impacto de la IA en la enseñanza de la programación: Una revisión sistemática
title_sort	Impacto de la IA en la enseñanza de la programación: Una revisión sistemática
dc.creator.fl_str_mv	Avila-Avila, Miguel-Leonardo Gutierrez Buitrago, Edison Ferney
dc.contributor.author.none.fl_str_mv	Avila-Avila, Miguel-Leonardo Gutierrez Buitrago, Edison Ferney
dc.subject.none.fl_str_mv	programation education artificial intelligence programación educación inteligencia artificial
topic	programation education artificial intelligence programación educación inteligencia artificial
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-09-07 16:30:29 2026-04-16T17:34:31Z
dc.date.available.none.fl_str_mv	2025-09-07 16:30:29
dc.date.issued.none.fl_str_mv	2025-09-07
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.references.none.fl_str_mv	Abdulla, S., Ismail, S., Fawzy, Y., Elhag, A. (2024). Using ChatGPT in Teaching Computer Programming and Studying its Impact on Students Performance. The Electronic Journal of e-Learning, 22(6), 66-81. https://doi.org/10.34190/ejel.22.6.3380 ATLAS. (2025). ¿Qué es una revisión sistemática de la literatura?. https://atlasti.com/es/guias/revisiones-bibliograficas/revision-sistematica Atta, A., Esmat, M., Amasha, N., Elayat, E., ElSaid, W. K. (2025). A Smart ChatGPT Mobile Application for Improving C# Programming Skills for Students in Educational Institutions. Qubahan Academic Journal, 5(2), 49-62. https://doi.org/10.48161/qaj.v5n2a1772 Azoulay, R., Hirst, T., Reches, S. (2025). Large Language Models in Computer Science Classrooms: Ethical Challenges and Strategic Solutions. Applied Sciences, 15(4), e1793. https://doi.org/10.3390/app15041793 Baláž, N., Porubän, J., Horváth, M., Kormaník, T. (2024). Using ChatGPT During Implementation of Programs in Education. En 14th International Conference on Program Comprehension in Education (ICPEC 2024) (Vol. 119, Art. 18). https://doi.org/10.4230/oasics.icpec.2024.18 Bosch Global (s. f.). Inteligencia artificial: los impactos de la tecnología que ya está cambiando el mundo. https://www.bosch.com.co/noticias-e-historias/aiot/inteligencia-artificial-los-impactos-de-la-tecnologia-que-ya-esta-cambiando-el-mundo/ Chang, C., Choi, W., Choi, I., Lei, H. (2024). A Systematic Literature Review of the Practical Applications of Artificial Intelligence-Generated Content (AIGC) Using OpenAI ChatGPT, Copilot, and Codex in Programming Education. En Proceedings of the 4th International Conference on Artificial Intelligence and Virtual Reality (pp. 13-19). https://doi.org/10.1145/3719487.3719519 Dong, X., Wang, Z., Han, S. (2025). Mitigating Learning Burnout Caused by Generative Artificial Intelligence Misuse in Higher Education: A Case Study in Programming Language Teaching. Informatics, 12(2), e51. https://doi.org/10.3390/informatics12020051 Ferino, S., Hoda, R., Grundy, J., Treude, C. (2025). Novice Developers’ Perspectives on Adopting LLMs for Software Development: A Systematic Literature Review. arXiv. https://doi.org/10.48550/arxiv.2503.07556 Gaitantzi, A., Kazanidis, I. (2025). The Role of Artificial Intelligence in Computer Science Education: A Systematic Review with a Focus on Database Instruction. Applied Sciences, 15(7), e3960. https://doi.org/10.3390/app15073960 Kharrufa, A., Alghamdi, S., Aziz, A., Bull, C. (2024). LLMs Integration in Software Engineering Team Projects: Roles, Impact, and a Pedagogical Design Space for AI Tools in Computing Education. arXiv. https://doi.org/10.48550/arxiv.2410.23069 Kosar, T., Ostojić, D., Liu, Y. D., Mernik, M. (2024). Computer Science Education in ChatGPT Era: Experiences from an Experiment in a Programming Course for Novice Programmers. Mathematics, 12(5), e629. https://doi.org/10.3390/math12050629 Li, J., Meland, P. H., Notland, J. S., Storhaug, A., Tysse, J. H. (2023). Evaluating the Impact of ChatGPT on Exercises of a Software Security Course. ESEM, 2023, 1-6. https://doi.org/10.1109/esem56168.2023.10304857 Llerena-Izquierdo, J., Mendez-Reyes, J., Ayala-Carabajo, R., Andrade-Martinez, C. (2024). Innovations in Introductory Programming Education: The Role of AI with Google Colab and Gemini. Education Sciences, 14(12), e1330. https://doi.org/10.3390/educsci14121330 Lyu, W., Wang, Y., Tingting, Chung, Sun, Y., Zhang, Y. (2024). Evaluating the Effectiveness of LLMs in Introductory Computer Science Education: A Semester-Long Field Study. En Proceedings of the Eleventh ACM Conference on Learning @ Scale (pp. 63-74). https://doi.org/10.1145/3657604.3662036 Ma, B., Chen, L., Konomi, S. (2024). Enhancing Programming Education with ChatGPT: A Case Study on Student Perceptions and Interactions in a Python Course. En Communications in Computer and Information Science (pp. 113-126). https://doi.org/10.1007/978-3-031-64315-6_9 Mellado, R., Cubillos, C. (2025). Can Generative Artificial Intelligence Outperform Self-Instructional Learning in Computer Programming?: Impact on Motivation and Knowledge Acquisition. Applied Sciences, 15(11), e5867. https://doi.org/10.3390/app15115867 Mezzaro, S., Gambi, A., Fraser, G. (2024). An Empirical Study on How Large Language Models Impact Software Testing Learning. En 28th International Conference on Evaluation and Assessment in Software Engineering, EASE 2024 (pp. 555-564). https://doi.org/10.1145/3661167.3661273 Nathaniel, J., Oyelere, S., Suhonen, J., Tedre, M. (2025). Investigating the impact of generative AI integration on the sustenance of higher-order thinking skills and understanding of programming logic. Computers and Education Artificial Intelligence, 9, e100460. https://doi.org/10.1016/j.caeai.2025.100460 Oyelere, S, Aruleba, K. (2025). A comparative study of student perceptions on generative AI in programming education across Sub-Saharan Africa. Computers and Education Open, 8, e100245. https://doi.org/10.1016/j.caeo.2025.100245 Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., et al. (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9), 790-799. https://doi.org/10.1016/j.recesp.2021.06.016 PRISMA. (s. f.). PRISMA Statement. https://www.prisma-statement.org/ PuntoEdu. (2016). ¿Por qué investigar en inglés hoy?. https://puntoedu.pucp.edu.pe/investigaciones/investigacion/por-que-investigar-en-ingles-hoy/ Sunday, K., Oyelere, S. S., Agbo, F. J., Aliyu, M. B., Balogun, O. S., Bouali, N. (2022). Usability Evaluation of Imikode Virtual Reality Game to Facilitate Learning of Object-Oriented Programming. Technology Knowledge and Learning, 28(4), 1871-1902. https://doi.org/10.1007/s10758-022-09634-6 Velázquez, A. (2023). ¿Qué es la investigación empírica?. https://www.questionpro.com/blog/es/investigacion-empirica/ Vizcaino, A. (2020). Inglés: El lenguaje de la ciencia [Conjunto de datos]. https://doi.org/10.3916/escuela-de-autores-139 Wang, T., Díaz, D. V., Brown, C., Chen, Y. (2023). Exploring the Role of AI Assistants in Computer Science Education: Methods, Implications, and Instructor Perspectives. En IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC) (pp. 92-102). https://doi.org/10.1109/vl-hcc57772.2023.00018 Wang, H., Wang, C., Chen, Z., Liu, F., Bao, C., Xu, X. (2025). Impact of AI-agent-supported collaborative learning on the learning outcomes of University programming courses. Education and Information Technologies, 30(12), 17717-17749. https://doi.org/10.1007/s10639-025-13487-8
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dc.relation.ispartofjournal.spa.fl_str_mv	Pensamiento y Acción
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dc.relation.citationedition.spa.fl_str_mv	Núm. 37 , Año 2024 : Julio-Diciembre 2024
dc.rights.none.fl_str_mv	Miguel-Leonardo Avila-Avila, Edison Ferney Gutierrez Buitrago - 2025
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spelling	Avila-Avila, Miguel-LeonardoGutierrez Buitrago, Edison Ferney2025-09-07 16:30:292026-04-16T17:34:31Z2025-09-07 16:30:292025-09-070120-1190https://repositorio.uptc.edu.co/handle/001/2064610.19053/uptc.01201190.n37.2024.204092619-3353https://doi.org/10.19053/uptc.01201190.n37.2024.20409application/pdfUniversidad Pedagógica y Tecnológica de ColombiaMiguel-Leonardo Avila-Avila, Edison Ferney Gutierrez Buitrago - 2025http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución 4.0.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/20409programationeducationartificial intelligenceprogramacióneducacióninteligencia artificialImpacto de la IA en la enseñanza de la programación: Una revisión sistemáticaArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Abdulla, S., Ismail, S., Fawzy, Y., Elhag, A. (2024). Using ChatGPT in Teaching Computer Programming and Studying its Impact on Students Performance. The Electronic Journal of e-Learning, 22(6), 66-81. https://doi.org/10.34190/ejel.22.6.3380ATLAS. (2025). ¿Qué es una revisión sistemática de la literatura?. https://atlasti.com/es/guias/revisiones-bibliograficas/revision-sistematicaAtta, A., Esmat, M., Amasha, N., Elayat, E., ElSaid, W. K. (2025). A Smart ChatGPT Mobile Application for Improving C# Programming Skills for Students in Educational Institutions. Qubahan Academic Journal, 5(2), 49-62. https://doi.org/10.48161/qaj.v5n2a1772Azoulay, R., Hirst, T., Reches, S. (2025). Large Language Models in Computer Science Classrooms: Ethical Challenges and Strategic Solutions. Applied Sciences, 15(4), e1793. https://doi.org/10.3390/app15041793Baláž, N., Porubän, J., Horváth, M., Kormaník, T. (2024). Using ChatGPT During Implementation of Programs in Education. En 14th International Conference on Program Comprehension in Education (ICPEC 2024) (Vol. 119, Art. 18). https://doi.org/10.4230/oasics.icpec.2024.18Bosch Global (s. f.). Inteligencia artificial: los impactos de la tecnología que ya está cambiando el mundo. https://www.bosch.com.co/noticias-e-historias/aiot/inteligencia-artificial-los-impactos-de-la-tecnologia-que-ya-esta-cambiando-el-mundo/Chang, C., Choi, W., Choi, I., Lei, H. (2024). A Systematic Literature Review of the Practical Applications of Artificial Intelligence-Generated Content (AIGC) Using OpenAI ChatGPT, Copilot, and Codex in Programming Education. En Proceedings of the 4th International Conference on Artificial Intelligence and Virtual Reality (pp. 13-19). https://doi.org/10.1145/3719487.3719519Dong, X., Wang, Z., Han, S. (2025). Mitigating Learning Burnout Caused by Generative Artificial Intelligence Misuse in Higher Education: A Case Study in Programming Language Teaching. Informatics, 12(2), e51. https://doi.org/10.3390/informatics12020051Ferino, S., Hoda, R., Grundy, J., Treude, C. (2025). Novice Developers’ Perspectives on Adopting LLMs for Software Development: A Systematic Literature Review. arXiv. https://doi.org/10.48550/arxiv.2503.07556Gaitantzi, A., Kazanidis, I. (2025). The Role of Artificial Intelligence in Computer Science Education: A Systematic Review with a Focus on Database Instruction. Applied Sciences, 15(7), e3960. https://doi.org/10.3390/app15073960Kharrufa, A., Alghamdi, S., Aziz, A., Bull, C. (2024). LLMs Integration in Software Engineering Team Projects: Roles, Impact, and a Pedagogical Design Space for AI Tools in Computing Education. arXiv. https://doi.org/10.48550/arxiv.2410.23069Kosar, T., Ostojić, D., Liu, Y. D., Mernik, M. (2024). Computer Science Education in ChatGPT Era: Experiences from an Experiment in a Programming Course for Novice Programmers. Mathematics, 12(5), e629. https://doi.org/10.3390/math12050629Li, J., Meland, P. H., Notland, J. S., Storhaug, A., Tysse, J. H. (2023). Evaluating the Impact of ChatGPT on Exercises of a Software Security Course. ESEM, 2023, 1-6. https://doi.org/10.1109/esem56168.2023.10304857Llerena-Izquierdo, J., Mendez-Reyes, J., Ayala-Carabajo, R., Andrade-Martinez, C. (2024). Innovations in Introductory Programming Education: The Role of AI with Google Colab and Gemini. Education Sciences, 14(12), e1330. https://doi.org/10.3390/educsci14121330Lyu, W., Wang, Y., Tingting, Chung, Sun, Y., Zhang, Y. (2024). Evaluating the Effectiveness of LLMs in Introductory Computer Science Education: A Semester-Long Field Study. En Proceedings of the Eleventh ACM Conference on Learning @ Scale (pp. 63-74). https://doi.org/10.1145/3657604.3662036Ma, B., Chen, L., Konomi, S. (2024). Enhancing Programming Education with ChatGPT: A Case Study on Student Perceptions and Interactions in a Python Course. En Communications in Computer and Information Science (pp. 113-126). https://doi.org/10.1007/978-3-031-64315-6_9Mellado, R., Cubillos, C. (2025). Can Generative Artificial Intelligence Outperform Self-Instructional Learning in Computer Programming?: Impact on Motivation and Knowledge Acquisition. Applied Sciences, 15(11), e5867. https://doi.org/10.3390/app15115867Mezzaro, S., Gambi, A., Fraser, G. (2024). An Empirical Study on How Large Language Models Impact Software Testing Learning. En 28th International Conference on Evaluation and Assessment in Software Engineering, EASE 2024 (pp. 555-564). https://doi.org/10.1145/3661167.3661273Nathaniel, J., Oyelere, S., Suhonen, J., Tedre, M. (2025). Investigating the impact of generative AI integration on the sustenance of higher-order thinking skills and understanding of programming logic. Computers and Education Artificial Intelligence, 9, e100460. https://doi.org/10.1016/j.caeai.2025.100460Oyelere, S, Aruleba, K. (2025). A comparative study of student perceptions on generative AI in programming education across Sub-Saharan Africa. Computers and Education Open, 8, e100245. https://doi.org/10.1016/j.caeo.2025.100245Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., et al. (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9), 790-799. https://doi.org/10.1016/j.recesp.2021.06.016PRISMA. (s. f.). PRISMA Statement. https://www.prisma-statement.org/ PuntoEdu. (2016). ¿Por qué investigar en inglés hoy?. https://puntoedu.pucp.edu.pe/investigaciones/investigacion/por-que-investigar-en-ingles-hoy/Sunday, K., Oyelere, S. S., Agbo, F. J., Aliyu, M. B., Balogun, O. S., Bouali, N. (2022). Usability Evaluation of Imikode Virtual Reality Game to Facilitate Learning of Object-Oriented Programming. Technology Knowledge and Learning, 28(4), 1871-1902. https://doi.org/10.1007/s10758-022-09634-6Velázquez, A. (2023). ¿Qué es la investigación empírica?. https://www.questionpro.com/blog/es/investigacion-empirica/Vizcaino, A. (2020). Inglés: El lenguaje de la ciencia [Conjunto de datos]. https://doi.org/10.3916/escuela-de-autores-139Wang, T., Díaz, D. V., Brown, C., Chen, Y. (2023). Exploring the Role of AI Assistants in Computer Science Education: Methods, Implications, and Instructor Perspectives. En IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC) (pp. 92-102). https://doi.org/10.1109/vl-hcc57772.2023.00018Wang, H., Wang, C., Chen, Z., Liu, F., Bao, C., Xu, X. (2025). Impact of AI-agent-supported collaborative learning on the learning outcomes of University programming courses. Education and Information Technologies, 30(12), 17717-17749. https://doi.org/10.1007/s10639-025-13487-8e2040937e20409Pensamiento y Acciónhttps://revistas.uptc.edu.co/index.php/pensamiento_accion/article/download/20409/16354Núm. 37 , Año 2024 : Julio-Diciembre 2024PublicationOREORE.xmltext/xml2658https://repositorio.uptc.edu.co/bitstreams/fb2a8a18-77c8-4927-8f7d-1c1fb00445cf/download0bbe3c2d63d126a3f0148dcf1cd0b7bcMD51falseAnonymousREAD001/20646oai:repositorio.uptc.edu.co:001/206462026-10-29 19:21:25.085http://creativecommons.org/licenses/by/4.0metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

Impacto de la IA en la enseñanza de la programación: Una revisión sistemática

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