Effectiveness of Gemini as a learning support tool in Ecuadorian higher education: a systematic review
DOI:
https://doi.org/10.70577/asce.v5i2.690Keywords:
Generative Artificial Intelligence, Google Gemini, Higher Education, Learning, Ecuador, Systematic Review.Abstract
The emergence of generative artificial intelligence tools in university educational environments has opened a broad debate about their pedagogical possibilities and limitations. This article presents a systematic literature review of scientific publications from 2019 to 2024, aimed at examining the effectiveness of Google Gemini as a learning support tool in higher education, with particular emphasis on the Ecuadorian context. Study selection followed PRISMA guidelines, querying databases such as Scopus, Web of Science, ERIC and Google Scholar through Boolean term combinations. After applying inclusion and exclusion criteria, 38 scientific sources were analyzed. Findings reveal that Gemini presents significant advantages in learning personalization, immediate feedback generation, and pedagogical material diversification; however, it also shows limitations related to information accuracy, algorithmic biases, and technological access inequalities. In Ecuador, the implementation of these tools faces additional challenges related to deficient digital infrastructure, gaps in teaching competencies, and the absence of clear regulatory frameworks. It is concluded that, while available evidence points toward a moderate positive effect on academic performance and student motivation, specific empirical research on Gemini in Latin American and Ecuadorian contexts remains scarce, opening an urgent research agenda for the regional academic community.
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