Abstract: The main objective of the article is to analyze the perception of Costa Rican teachers regarding the ethical use of Artificial Intelligence (AI) in their educational work. The paper deals with AI in education, its definition, characteristics and how it is perceived by Costa Rican teachers at the elementary, high school and university levels. It also discusses the ethical considerations regarding its use for educational purposes and the diversity of AI tools, their application and the experiences that teachers have had with them. The research was conducted using a concurrent mixed methods approach and relied on descriptive analysis techniques. For data collection, 134 teachers from all educational backgrounds in Costa Rica responded to a questionnaire. The data were analyzed using qualitative and quantitative strategies. The results show that teachers have limited knowledge about the use of Artificial Intelligence for educational purposes. Also, although some of them consider that AI could be useful to support students, they are not aware of the possibilities that AI offers to adapt content for individualized learning. The article concludes that teachers are aware of the importance of the AI approach and the ethical implications of using it in the classroom. Finally, there is a need for better training on how to best use AI tools.

Resumo: O objetivo do artigo centrouse em analisar a percepção que o pessoal docente costarriquenho tem sobre o uso ético da inteligência artificial (IA) em seu trabalho educativo. O documento investiga a inteligência artificial na educação, abordando sua definição, características e como ela é percebida pelo pessoal docente nos níveis primário, secundário e universitário da Costa Rica. Examina também as considerações éticas na sua implementação no ensino e a diversidade das ferramentas de IA, a sua aplicação e a experiência do pessoal docente no seu uso. A investigação foi realizada usando um enfoque misto concorrente e amparada em técnicas de análise descritiva. Além disso, a coleta de dados foi realizada por meio de um questionário, do qual participaram 134 docentes de toda a área educativa costarriquenha. Para análise dos dados foram utilizadas estratégias qualitativas e quantitativas. Os resultados indicam que a familiaridade do pessoal docente com a inteligência artificial na educação é limitada. Da mesma forma, algumas pessoas desconhecem as capacidades da IA para adaptar o conteúdo para uma aprendizagem individualizada, embora acreditem que poderia ajudar a apoiar os estudantes. Concluise que o pessoal docente revela compreensão da importância em relação à abordagem e às implicações éticas do uso da IA em sala de aula. Por último, é necessária mais formação sobre a utilização otimizada das ferramentas de IA.

Resumen. El objetivo del artículo se enfocó en analizar la percepción que tiene el personal docente costarricense con respecto al uso ético de la inteligencia artificial (IA) en su labor educativa. El documento se adentra en la inteligencia artificial en la educación, abordando su definición, características y cómo es percibida por el personal docente de niveles de primaria, secundaria y universitaria de Costa Rica. También examina las consideraciones éticas en su implementación en la enseñanza y la diversidad de herramientas de IA, su aplicación y la experiencia de las personas docentes en su uso. La investigación se llevó a cabo utilizando un enfoque mixto concurrente y se apoyó en técnicas de análisis descriptivos. Además, la recopilación de datos se realizó a través de un cuestionario, en el que participaron 134 personas docentes de todo el ámbito educativo costarricense. Para el análisis de datos, se emplearon estrategias cualitativas y cuantitativas. Los resultados indican que la familiaridad del personal docente con la inteligencia artificial en la educación es limitada. Asimismo, algunas personas des- conocen las capacidades de la IA para adaptar el contenido al aprendizaje individualizado, aunque consideran que podría ayudar a apoyar al estudiantado. Se concluye que el personal docente revela una comprensión de la importancia en relación con el abordaje y las implicaciones éticas del uso de la IA en el aula. Finalmente, es necesaria una mayor formación sobre el uso óptimo de las herramientas de IA.

The recent introduction of artificial intelligence (AI) tools into university education, especially ChatGPT, has raised concerns among teachers and educational managers in two major areas. One is the mishandling of these technologies by students, leading to plagiarism and academic dishonesty; the other is the depth of their learning, along with the potential replacement of teachers by AI. In this context, a qualitative investigation was carried out to analyze the use of ChatGPT in university education, formulating ethical considerations about its use. A phenomenological design was used to describe, from a hermeneutical approach, the experiences and opinions of authors regarding the use of this AI tool at the university, as well as their ethical positions. ChatGPT responses to questions about the topics studied were also analyzed. It is concluded that the use of AI technologies, particularly ChatGPT, in university education will continue to rise. Based on the potential dangers detected, a more complex conception of teaching tasks is considered necessary, requiring a creative effort still inaccessible to AI, and a reinforcement of ethical values to counter the misuse of these technologies by consumers.

La reciente introducción en la educación universitaria de herramientas de Inteligencia Artificial (IA), en especial el ChatGPT, motiva preocupaciones de docentes y gestores educativos en dos grandes campos: uno de ellos es el mal manejo de estas tecnologías por los estudiantes, conducente al plagio y la deshonestidad académica; el otro es la profundidad de su aprendizaje, junto al posible reemplazo del docente por la IA. En este contexto se realizó una investigación cualitativa, para analizar el uso del ChatGPT en la educación universitaria, mediante formulaciones sobre consideraciones éticas de su empleo. Se utilizó un diseño fenomenológico para describir desde el enfoque hermenéutico las experiencias y opiniones de autores sobre el uso de esta herramienta de IA en la universidad, así como sus posiciones éticas. También se analizaron las respuestas de ChatGPT a preguntas sobre los temas estudiados. Se concluye que el uso de las tecnologías de IA, y en particular ChatGPT, en la educación universitaria continuará en ascenso. A partir de los peligros potenciales detectados, se considera necesaria una concepción más compleja de las tareas docentes, que demanden un esfuerzo creativo aún inaccesible a la IA, y un reforzamiento de los valores éticos contra el mal uso de los consumidores de estas tecnologías.

A recente introdução de ferramentas de Inteligência Artificial (IA) no ensino universitário, especialmente o ChatGPT, suscita preocupações entre professores e gestores educacionais em dois grandes campos: um deles é a má gestão destas tecnologias por parte dos estudantes, levando ao plágio e à desonestidade académica; a outra é a profundidade da sua aprendizagem, juntamente com a possível substituição do professor pela IA. Neste contexto, foi realizada uma investigação qualitativa para analisar a utilização do ChatGPT no ensino universitário, através de formulações sobre considerações éticas da sua utilização. Utilizou-se um desenho fenomenológico para descrever, a partir de uma abordagem hermenêutica, as experiências e opiniões dos autores quanto ao uso desta ferramenta de IA na universidade, bem como seus posicionamentos éticos. Também foram analisadas as respostas do ChatGPT às dúvidas sobre os temas estudados. Conclui-se que a utilização de tecnologias de IA, e em particular ChatGPT, no ensino universitário continuará a aumentar. Com base nos potenciais perigos detectados, considera-se necessária uma concepção mais complexa das tarefas docentes, exigindo um esforço criativo ainda inacessível à IA, e um reforço dos valores éticos contra a utilização indevida destas tecnologias pelos consumidores.

Abstract This study aims to indicate the potential of artificial intelligence (AI) in epidemiological reports of decayed, missed and restored teeth. As a proof of concept our study model used panoramic x-ray images and an AI algorithm for tooth numbering, detection of the caries and restorations with accuracy over 80% for such diagnostic tasks. The output came as the number of decayed, missed and restored teeth according to patient's age and the DMFT index (number of decayed, missing, and filled teeth) which varied from 3.6 (up to 20 years old) to 20.4 (+60 years old). Thus, it is suggested that AI is a promising method to automate health data collection through the analysis of x-rays.

Resumen Este estudio tiene como objetivo indicar el potencial de la inteligencia artificial (IA) en los informes epidemiológicos de dientes cariados, perdidos y restaurados. Como prueba de concepto, nuestro modelo de estudio utilizó imágenes panorámicas de rayos X y un algoritmo de inteligencia artificial para la numeración de dientes, la detección de caries y las restauraciones con una precisión superior al 80 % para dichas tareas de diagnóstico. El resultado fue el número de dientes cariados, perdidos y restaurados según la edad del paciente y el índice CPOD (número de dientes cariados, perdidos y obturados) que varió de 3,6 (hasta 20 años) a 20,4 (+60 años). Por tanto, se sugiere que la IA es un método prometedor para automatizar la recopilación de datos de salud mediante el análisis de rayos X.

ABSTRACT The study addresses the possible contribution of AI systems to the improvement of teaching and learning in Basic School Education in Paraguay based on the analysis of AI incorporation policies in the educational systems of the region, aspects of the teaching and learning that can be innovative with the intentional incorporation of AI systems, the teaching skills necessary to operate AI systems, and the approach to teacher training in the subject of AI. As a methodology, documentary research was adopted in the tone given by Cifuentes (2011), since the intention is to interpret the institutional reports and scientific articles written in the last ten years referring to the subject, which acted as information units, consulted in accessible indexed journals to offer possible scenarios. Some relevant data is related to the experiences of use in various countries of the region and Paraguay without being able to certify its consolidation, the potential pedagogical value of this technology, the high demand for ICT skills for teachers who want to innovate with AI and the look towards teacher training focused on data science, programming and computational thinking.

RESUMEN Se aborda en el estudio la posible contribución de los sistemas de Inteligencia Artificial (IA) al mejoramiento de la enseñanza y aprendizaje en la Educación Escolar Básica en Paraguay a partir del análisis de las políticas de incorporación de IA en los sistemas educativos de la región, los aspectos de la enseñanza y aprendizaje que pueden ser innovados con la incorporación intencionada de sistemas de IA, las capacidades docentes necesarias para operar sistemas de IA y el abordaje de la capacitación docente en la temática de la IA. Como metodología se adoptó la investigación documental en la tónica que da Cifuentes (2011), pues se tiene la intención de interpretar los informes institucionales y artículos científicos escritos en los últimos diez años referentes a la temática, (que actuaron como unidades de información, consultados en revistas indexadas accesibles de manera a ofrecer escenarios posibles. Algunos datos relevantes guardan relación con las experiencias de utilización en diversos países de la región y Paraguay sin que se pueda certificar su consolidación, el importe potencial pedagógico de esta tecnología, la alta demanda de competencias TIC para los docentes que quieran innovar con IA y la mirada hacia la capacitación docente enfocada a la ciencia de los datos, la programación y el pensamiento computacional.

Resumen La inteligencia artificial (IA) es una tecnología que ha revolucionado numerosos campos, incluyendo el proceso penal. En la actualidad, se están desarrollando sistemas de IA capaces de analizar grandes cantidades de datos, lo que puede ayudar a los tribunales a tomar decisiones más informadas y precisas. El presente artículo tiene como objetivo analizar el papel de la inteligencia artificial como herramienta de mejora y optimización de los procesos penales en Ecuador. A través de una metodología de revisión bibliográfica se recabó toda la información tendiente a entender el uso de la IA en el proceso penal para aumentar la eficiencia y eficacia del proceso penal, así como la identificación de patrones en grandes conjuntos de datos. Como resultado de la presente investigación, se pudieron evidenciar, entre otros, sistemas basados en IA para estudiar a los sospechosos más probables y a los patrones de delito para prevenir futuros delitos. Se evidenció que el uso de la IA en el proceso penal también plantea preocupaciones en cuanto a la privacidad y la seguridad de los datos, así como preguntas sobre cómo la IA afectaría la toma de decisiones judiciales, ya que algunos temen que los algoritmos de IA sean sesgados o discriminatorios.

Abstract Artificial intelligence (AI) is a technology that has revolutionized numerous fields, including criminal proceedings. AI systems capable of analyzing large amounts of data are currently being developed, which can help courts make more informed and accurate decisions. This article aims to analyze the role of artificial intelligence as a tool for improving and optimizing criminal processes in Ecuador. Through a bibliographic review methodology, all the information aimed at understanding the use of AI in the criminal process was collected to increase the efficiency and effectiveness of the criminal process, as well as the identification of patterns in large data sets. As a result of this investigation, it was possible to demonstrate, among others, AI-based systems to study the most likely suspects and crime patterns to prevent future crimes. It is evident that the use of AI in criminal proceedings also raises concerns regarding privacy and data security, as well as questions about how AI would affect judicial decision-making, as some fear that AI algorithms are biased or discriminatory.

RESUMEN La inteligencia artificial se está usando ampliamente en diversos campos de la medicina. El objetivo de esta revisión es describir las principales aplicaciones, oportunidades y desafíos de la inteligencia artificial en medicina brindando una perspectiva del contexto actual. Se realizó una revisión narrativa de la literatura, identificando la información más actualizada y relevante sobre el tema. Se consultaron las bases de datos electrónicas PubMed, Scopus y SciELO, desde enero de 2019 a marzo de 2024, tanto en inglés como en español. Se incluyeron revisiones sistemáticas y no sistemáticas de la literatura, scoping reviews, artículos originales y capítulos de libros. Se excluyeron artículos duplicados, trabajos científicos poco claros, aquellos de bajo rigor científico y literatura gris. La implementación de la inteligencia artificial en medicina ha traído consigo notables beneficios, que van desde el registro de información médica hasta el descubrimiento de nuevos fármacos. Ha generado una revolución en la forma tradicional de hacer medicina. Por otro lado, ha traído consigo desafíos en materia de precisión, confiabilidad, ética, privacidad, entre otros. Es crucial mantener un enfoque centrado en el paciente y garantizar que estas tecnologías se utilicen para mejorar los resultados en salud y promover la equidad en el acceso a la atención médica. La colaboración entre profesionales de la salud, investigadores, entidades reguladoras y desarrolladores de tecnología será fundamental para enfrentar estos desafíos y aprovechar todo el potencial de la inteligencia artificial.

ABSTRACT Artificial intelligence is being widely used in various fields of medicine. The aim of this review is to describe the main applications, opportunities and challenges of AI in medicine by providing an overview of the current context. An overview of the literature was conducted, identifying the most up-to-date and relevant information on the topic. The electronic databases PubMed, Scopus and SciELO were consulted, from January 2019 to March 2024, in both English and Spanish. Systematic and non-systematic literature reviews, scoping reviews, original articles and book chapters were included. Duplicate articles, unclear scientific papers, those of low scientific rigour and grey literature were excluded. The implementation of artificial intelligence in medicine has brought remarkable benefits, ranging from the recording of medical information to the discovery of new drugs. It has generated a revolution in the traditional way of doing medicine. On the other hand, it has brought with it challenges in terms of accuracy, reliability, ethics, privacy, among others. It is crucial to maintain a patient-centred approach and ensure that these technologies are used to improve health outcomes and promote equity in access to care. Collaboration between healthcare professionals, researchers, regulators and technology developers will be critical to address these challenges and realise the full potential of artificial intelligence.

Digital information and data are crucial drivers of progress in various industries, including mining, where data-driven decision making optimizes resource extraction, enhances safety, and ensures sustainability. The adoption of digital technologies like artificial intelligence (AI) and the Internet of Things has amplified the importance of digital information. However, the integrity and security of this information are paramount, leading to the exploration of blockchain technology as a potential solution for secure digital value exchange in mining. This research examines blockchain's capabilities, drawing insights from its applications in sectors like banking, government, healthcare, and entertainment, and evaluates their relevance to mining's core value chain processes. The study identifies blockchain's distributed ledger technology, cryptographic security, and decentralization as unique advantages that can revolutionize mining by enhancing transaction speed, reducing costs, and improving supply chain transparency and compliance with sustainability standards. Blockchain's transparent and auditable records can enhance business transparency, fostering trust among stakeholders, including investors and regulatory bodies. The technology's consensus mechanisms and smart contracts further promote trust in collaborative ventures. This research provides a foundational understanding for decision-makers in the mining industry to evaluate blockchain's feasibility and potential return on investment, guiding strategic planning and resource allocation for blockchain applications. By leveraging blockchain, mining companies can optimize operations, improve sustainability practices, and establish a robust foundation for future growth, positioning blockchain as a transformative technology in the sector.

BACKGROUND. The rapid uptake and pace at which digital transformation tools have impacted educational provision in health professions education (HPE) may reshape our teaching and learning practices in southern Africa. This article explores some ideas about the implementation using extended reality (XR) and artificial intelligence (AI) in HPE. OBJECTIVES. The objective of this article is to offer potential uses for implementing XR and AI in HPE in the southern African context. METHODS. This article used a desktop approach to curate some novel ideas regarding the use of XR and AI in HPE. RESULTS. The outcome of this article presents 10 novel ideas to implement XR and/or AI in the classroom, such as delivery of quality education, personalised learning and simulation and training. CONCLUSION. The use of XR and AI may improve training of students, improve patient outcomes, and ensure adequate professional development of staff in HPE.

Abstract Political institutions such as the European Commission and the Government of Spain have expressed their interest and willingness to lay the foundations for ethical governance of Artificial Intelligence (AI). In particular, they have proposed the promotion of reliable Artificial Intelligence through a set of guidelines and strategies. Despite the benefit provided by these political initiatives, it is not possible to fully appreciate a specific educational strategy that contributes to the generation of an ethical AI ecosystem based on trust. In this sense, the main objective of this work is to demonstrate that the teaching of applied ethics in engineering studies constitutes a commitment to professional strengthening, ethical governance and responsible research and innovation. To achieve this objective, first of all, some of the essential aspects that give significant value to the teaching of applied ethics will be detailed, highlighting the social responsibility that universities present in this field. Secondly, a classification of ethics subjects related to engineering in the environment of Spanish public universities will be shown. And, thirdly, a theoretical framework rooted in discursive ethics will be offered, promoting a civic perspective in the educational context of the professions.

Resumen Instituciones políticas como la Comisión Europea y el Gobierno de España han manifestado su interés y predisposición para sentar las bases de una gobernanza ética de la Inteligencia Artificial (IA). En particular, han planteado el impulso de una Inteligencia Artificial confiable a través de un conjunto de directrices y estrategias. A pesar del beneficio que reportan estas iniciativas políticas, no es posible apreciar en su conjunto una estrategia educativa específica que contribuya a la generación de un ecosistema ético de IA fundamentado en la confianza. En ese sentido, el objetivo principal de este trabajo consiste en explicar que la enseñanza de la ética aplicada en los estudios de ingeniería constituye una apuesta para el fortalecimiento profesional, la gobernanza ética y una investigación e innovación responsables. Para alcanzar este objetivo, en primer lugar, serán detallados algunos de los aspectos esenciales que dotan de un valor significativo a la enseñanza de la ética aplicada, subrayando la responsabilidad social que presentan las universidades en este terreno. En segundo lugar, se mostrará una clasificación de las asignaturas de ética relacionadas con la ingeniería en el entorno de las universidades públicas españolas. Y, en tercer lugar, se ofrecerá un marco teórico enraizado en la ética discursiva, promoviendo una mirada cívica en el contexto educativo de las profesiones.

ABSTRACT Educational changes present a challenge for teachers in terms of how to effectively teach and enhance student performance. Surgery demands manual dexterity that reflects critical thinking and the ability to make efficient decisions quickly in complex situations. Artificial Intelligence (AI) is a tool that can enhance the performance of both undergraduate and graduate students and improve clinical outcomes. The role of traditional teaching and the future of surgical education need to be addressed.

RESUMEN Los cambios en la educación desafían a los profesores sobre cómo enseñar de la mejor manera y mejorar el desempeño de sus estudiantes. En el caso de la cirugía es necesario adquirir habilidades manuales que reflejen el pensamiento crítico y la capacidad de tomar decisiones en situaciones complejas, de manera rápida y eficaz. Así, la inteligencia artificial (IA) es una nueva herramienta que puede mejorar el desempeño de los estudiantes de grado y posgrado, así como repercutir en mejores desenlaces clínicos. El papel que debe desempeñar la enseñanza tradicional y el futuro de la enseñanza quirúrgica son cuestiones para resolver.

BACKGROUND: Artificial intelligence (AI), using deep learning (DL) systems, can be utilised to detect radiological changes of various pulmonary diseases. Settings with a high burden of tuberculosis (TB) and people living with HIV can potentially benefit from the use of AI to augment resource-constrained healthcare systems OBJECTIVE: To assess the utility of qXR software (AI) in detecting radiological changes compatible with lung cancer or pulmonary TB (PTB METHODS: We performed an observational study in a tertiary institution that serves a population with a high burden of lung cancer and PTB. In total, 382 chest radiographs that had a confirmed diagnosis were assessed: 127 with lung cancer, 144 with PTB and 111 normal. These chest radiographs were de-identified and randomly uploaded by a blinded investigator into qXR software. The output was generated as probability scores from predefined threshold values RESULTS: The overall sensitivity of the qXR in detecting lung cancer was 84% (95% confidence interval (CI) 80 - 87%), specificity 91% (95% CI 84 - 96%) and positive predictive value of 97% (95% CI 95 - 99%). For PTB, it had a sensitivity of 90% (95% CI 87 - 93%) and specificity of 79% (95% CI 73 - 84%) and negative predictive value of 85% (95% CI 79 - 91% CONCLUSION: The qXR software was sensitive and specific in categorising chest radiographs as consistent with lung cancer or TB, and can potentially aid in the earlier detection and management of these diseases

The incorporation of artificial intelligence (AI) is accelerating in the dental field and even patients are catching on to the trend. There is a form of perceived pressure mounting on practitioners to incorporate modern dental equipment and online services to accelerate treatment time or supplement the diagnosis with visual treatment planning. Many of these applications utilise AI as part of the software to process the inserted data. The use of these products in practice presents various ethical dilemmas the clinician would need to mitigate. Practitioners who own or are considering adding applications and equipment that are AI-based to their treatment repertoire have an ethical and legal responsibility to ensure that the best interest and safety of the patient are observed. Patient autonomy and protection of all information become a paramount consideration over and above improving profit or personal gain. By no means could the ethical dilemmas in this communication be exhausted, as the rapid AI innovation and the dynamic nature of technological advances have the potential to raise even more debate. As a fraternity, we need to be vigilant and remain grounded with the basic ethical principles underpinned by autonomy, patient confidentiality/ privacy and the practitioner-patient relationship.

Resumen La disciplina de la bioética ha cobrado una importancia creciente en el ámbito de la medicina, sirviendo como un marco esencial para identificar y abordar conflictos éticos emergentes. El objetivo del presente estudio es analizar los desafíos bioéticos para la formación médica en la era de la inteligencia artificial (IA), con el propósito de estimular la reflexión crítica sobre las implicaciones éticas de su uso. Se realizó una revisión bibliográfica, utilizando como fuentes de información las bases de datos: Dialnet, Pubmed, y Google Académico. La exploración se realizó en un intervalo de tiempo del 2001-2023. En una primera búsqueda se recopilaron un total de 50 publicaciones, de las cuales fueron seleccionadas 23 fuentes bibliográficas, en base a criterios de inclusión y exclusión. Se ha constatado que la inteligencia artificial (IA) ha experimentado una evolución acelerada, trayendo consigo un incremento significativo en los desafíos éticos enfrentados por el personal médico. Estos profesionales se ven en la necesidad de navegar entre el compromiso por el bienestar de sus pacientes y la adaptación a nuevas modalidades de atención, tales como la telemedicina y la consulta virtual. Se destaca la importancia de una reflexión ética rigurosa en la integración de estas tecnologías en la práctica clínica.

Abstract The discipline of bioethics has gained increasing importance in the field of medicine, serving as an essential framework for identifying and addressing emerging ethical conflicts. The objective of the present study is to analyze the bioethical challenges for medical training in the era of artificial intelligence (AI), with the purpose of stimulating critical reflection on the ethical implications of its use. A bibliographic review was carried out, using the following databases as sources of information: Dialnet, Pubmed, and Google Scholar. The exploration was carried out in a time interval of 2001-2023. In a first search, a total of 50 publications were collected, of which 23 bibliographic sources were selected, based on inclusion and exclusion criteria. It has been proven that artificial intelligence (AI) has experienced accelerated evolution, bringing with it a significant increase in the ethical challenges faced by medical personnel. These professionals find themselves having to navigate between commitment to the well-being of their patients and adaptation to new care modalities, such as telemedicine and virtual consultation. The importance of rigorous ethical reflection in the integration of these technologies in clinical practice is highlighted.

Abstract This article paper explores the evaluation of artificial intelligence (AI) in English as a Foreign Language (EFL) writing courses and the importance of calibration in writing evaluations. The role of calibration has received little attention in language contexts, while the role of artificial intelligence has gained increased attention in the last couple of years. This investigation, conducted from August 2022 to March 2023, involved eight TESOL students enrolled in an English as a Foreign Language (EFL) major at a Costa Rican public university, ten TESOL university professors, and one AI piece of software. It used a quantitative, quasi-experimental design, and a language elicitation data collection process. Data was collected by means of a rubric-based writing assessment. Quantitative data were analyzed using descriptive statistics. Data analyses indicate that: 1) human-created paragraphs (X̄ = 7,56) and AI writing (X̄ = 7,61) yield similar results when evaluated; 2) some criteria may favor human creativity or computer, rule-oriented writing; and 3) professors’ ratings reveal inconsistencies when grading human writing in particular. These findings demonstrate that AI matches, at least to a basic level, human writing skills. Furthermore, data show that students may be falling behind in aspects such as grammar, vocabulary, and mechanics. Finally, the analysis indicates that professors’ grading lacks consistency, and a calibration model should be incorporated as part of regular training workshops.

Resumen Este artículo explora la evaluación de la inteligencia artificial (IA) en cursos de escritura en inglés como lengua extranjera (ILE) y la importancia de la calibración en las evaluaciones de escritura. El papel de la calibración ha recibido poca atención en contextos lingüísticos, mientras que la inteligencia artificial ha ganado mayor reconocimiento en los últimos años. La investigación se realizó desde agosto de 2022 hasta marzo de 2023, e involucró a ocho estudiantes de TESOL en un bachillerato en inglés como lengua extranjera (ILE) en una universidad pública de Costa Rica: diez docentes de TESOL a nivel universitario y un software de IA. Se utilizó un diseño cuasiexperimental cuantitativo y una recopilación de datos de elicitación de lenguaje. Los datos fueron recopilados mediante una rúbrica que midió la producción escrita. Los datos cuantitativos se analizaron utilizando estadística descriptiva. El análisis de datos indica que: 1) los párrafos creados por humanos (X̄ = 7,56) y la escritura de IA (X̄ = 7,61) producen resultados similares; 2) algunos criterios pueden favorecer la creatividad humana o la escritura orientada a reglas; y 3) el profesorado presenta inconsistencias al calificar la escritura humana en particular. Estos hallazgos demuestran que la IA se equipara, al menos a nivel básico, con las habilidades de escritura humana. Además, los datos muestran que el estudiantado puede estar quedándose atrás en aspectos como gramática, vocabulario y puntuación. Finalmente, el análisis indica que la calificación de docentes carece de consistencia, y un modelo de calibración debería ser incorporado como parte de su formación.

Abstract: Explainable artificial intelligence (XAI) is a field of research that has attracted the interest of researchers in recent years. These algorithms seek to provide transparency to artificial intelligence (AI) models. One application of these algorithms is in the medical area, created as an auxiliary tool for corroborating predictions obtained by an AI when classifying pathologies, for example, Acute Lymphoblastic Leukemia (ALL). The present work evaluates the amount of information heat maps provide and how they relate to the blood components' morphological characteristics. For the assessment, four Convolutional Neural Network (CNN) models were retrained and fine-tuned to classify unsegmented images (ALL_IDB2 database). Subsequently, their respective heat maps were generated with the LRP (Layer-wise Relevance Propagation), Deep Taylor, Input*Gradient, and Grad-Cam methods. The best results were obtained with the GoogleNet model and the Grad-Cam heat map generation method, having a percentage of 43.61% of relevant pixels within at least one cell morphological feature present. Moreover, the most significant pixels are within the nucleus, with 73.97% of important pixels inside. According to the results, the Grad-Cam method best relates the relevant pixels generated in the heat map to the morphology of the cell of interest to classify a healthy or diseased cell.