Uso de Gemini en la Producción de Textos Académicos y su Incidencia en La Competencia Escritora en Estudiantes de Educación Superior en Ecuador: Una Revisión de la Literatura

Dayana Samantha Oviedo Insuasti; Javier Alejandro Freire Villacis; Elian Alexander Osorio Chiluisa; Steven Arturo  Torres Burgos

doi:10.70577/asce.v5i2.806

Autores/as

Dayana Samantha Oviedo Insuasti Universidad Estatal de Milagro https://orcid.org/0009-0005-4430-8845
Javier Alejandro Freire Villacis Universidad Estatal de Milagro https://orcid.org/0009-0007-3650-0567
Elian Alexander Osorio Chiluisa Universidad Estatal de Milagro https://orcid.org/0009-0003-4321-2302
Steven Arturo Torres Burgos Universidad Estatal de Milagro https://orcid.org/0000-0001-9299-3254

DOI:

https://doi.org/10.70577/asce.v5i2.806

Palabras clave:

inteligencia artificial generativa, competencia escritora, Gemini, educación superior, escritura académica, Ecuador.

Resumen

La incorporación de modelos de lenguaje de gran escala en los entornos universitarios ha generado preguntas que la investigación empírica no ha respondido con suficiente precisión, en particular respecto a su efecto sobre la escritura académica. Este artículo presenta una revisión sistemática de la literatura que examina el uso de Gemini el modelo multimodal de Google DeepMind como herramienta de apoyo a la producción de textos académicos en educación superior, con énfasis en sus implicaciones para la competencia escritora en el contexto ecuatoriano. Se analizaron 47 publicaciones indexadas en Scopus, Web of Science, ERIC, Redalyc y SciELO, publicadas entre 2020 y 2025, aplicando el protocolo PRISMA para la selección y síntesis de estudios. Los hallazgos muestran que el uso de herramientas de inteligencia artificial generativa produce efectos diferenciados según el tipo de interacción: el uso orientado a la revisión y la reformulación tiende a mejorar la coherencia textual y la precisión léxica, mientras que el uso orientado a la generación directa de contenidos se asocia con el deterioro de habilidades de argumentación y planificación discursiva. La mediación docente y el diseño instruccional son los factores que más claramente modulan el sentido de estos efectos. El contexto ecuatoriano carece de evidencia empírica sistemática sobre el tema, lo que representa una brecha cuya atención resulta urgente dado el ritmo de adopción tecnológica en las universidades de la región.

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