Chatbots al servicio del aula: innovación pedagógica para fortalecer el acompañamiento docente en el área de lenguaje.

Abstract

The research project, titled "Chatbots in the Service of the Classroom: Pedagogical Innovation to Strengthen Teacher Support in the Language Area", seeks to integrate emerging technologies ethically and pertinently, promoting a culture of innovation in educational institutions. This study is framed within an educational reality where teachers face significant challenges in providing personalized support due to excessive administrative burden and numerous student groups, which limits the development of fundamental student competencies. The central object of the research is the design, implementation, and evaluation of educational chatbots, understood as applications based on Artificial Intelligence (AI) capable of simulating teacher support through conversational interactions. These chatbots are proposed as a viable, flexible, and scalable solution to extend the teacher's pedagogical presence beyond the physical classroom. The general objective is to develop a chatbot for eleventh-grade students at Colegio Gimnasio La Colina, with emphasis on grammar and orthography, seeking to support teaching efforts and strengthen written competence. Methodologically, the research relies on an applied and qualitative approach, utilizing the Design Sprint strategy. This methodology, which is user-centered (teachers and students), allows for prototyping, testing, and validating the solution in five structured phases: comprehension, ideation, prototyping, testing, and implementation. The purpose of the work is to recommend a methodological framework for integrating these tools, evaluating their impact on student motivation, immediate feedback, and the optimization of teacher time. Expected results include clear guidelines for integrating conversational AI and evidence of improvements in student participation and teacher efficiency. Preliminary results and conclusions highlight a positive perception from teachers and students, suggesting the chatbots' potential to resolve doubts, reinforce content, and foster autonomous learning. In this way, the project invites a rethinking of the teacher's role as a designer of learning experiences, positioning AI not as a threat, but as an extension of pedagogical thought aimed at achieving a more equitable and pertinent education.