Limitations of artificial intelligence in distance education
Abstract
The use of artificial intelligence (AI) in education has sparked growing debate about its actual effectiveness in supporting academic achievement. This study aimed to analyze the effectiveness of an AI model (ChatGPT) as a support tool for successfully completing a self-paced online course. The research followed a qualitative approach using a case study design, with the participation of a Mexican upper-secondary school teacher, who systematically documented her experience throughout the accreditation process. Data collection techniques included screenshots, chat transcripts, reflective journaling, and activity logs, all analyzed through thematic coding. Results showed that despite intensive support from the AI, the participant did not pass the “Fundamentals of Artificial Intelligence” course, highlighting that the tool did not bridge existing conceptual gaps. The study concludes that the use of AI without intentional pedagogical mediation may foster operational learning, but does not ensure deep understanding. The value of this research lies in empirically documenting the limitations of AI in distance assessment contexts, a topic of growing global and educational relevance.
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