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La IA como herramienta para la realización de trabajos monográficos en asignaturas de materiales de construcción.

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Title: La IA como herramienta para la realización de trabajos monográficos en asignaturas de materiales de construcción.
Alternate Title: AI as a tool for developing monographic projects in construction materials courses.
Authors: Torres González, M.1 mtorres18@us.es, Flores Alés, V.2 vflores@us.es
Source: ABE: Advances in Building Education. sep-dic2025, Vol. 9 Issue 3, p9-21. 13p.
Subject Terms: *Artificial intelligence, *Critical thinking, *Science education, *Outcome-based education, *Instructional innovations, Construction materials, Artificial intelligence & ethics, Building design & construction
Abstract (English): This paper presents a teaching innovation experience implemented in the Bachelor's Degree in Building Engineering at the University of Seville, aimed at optimising competence acquisition, fostering autonomous learning, and moving beyond a purely cognitive approach in the subject Materials II. The study, conducted with 120 students during the 2024-2025 academic year, analyses the integration of Artificial Intelligence (AI) in the development of monographic projects. The methodology structured the activity into four phases (group organisation, information search, supervision, and assessment), requiring the thorough verification of all information generated by AI. The comprehensive assessment combined a written report, oral presentation, and self-evaluation, using a competency matrix that linked critical thinking with the ethical use of AI. The results showed that the quality of the final work depended largely on the students' critical thinking skills: a superficial use of AI led to inaccurate or outdated information, particularly regarding current regulations and standards. Although AI supported students in producing extensive and coherent texts, traditional research proved more effective for finding real-world examples and applied case studies. It is concluded that AI is a valuable tool as a support and catalyst for reflective thinking, but not a substitute for human judgement. Adequate teaching guidance is essential to promote effective query formulation and data verification. Students appreciated the time-saving benefits of AI but expressed concerns about the reliability of the information obtained. The future of teaching in this field requires specific guidelines and assessment models that incorporate the traceability of AI-generated content. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Este trabajo presenta una experiencia de innovación docente en el Grado en Edificación de la Universidad de Sevilla, orientada a optimizar la adquisición de competencias, fomentar el aprendizaje autónomo y superar el enfoque puramente cognitivo en la asignatura Materiales II. El estudio, realizado con 120 estudiantes durante el curso 2024-2025, analiza la integración de la Inteligencia Artificial (IA) en la elaboración de trabajos monográficos. La metodología estructuró la actividad en cuatro fases (organización de grupos, búsqueda de información, supervisión y evaluación), exigiendo la verificación exhaustiva de toda la información generada por la IA. La evaluación combinó memoria escrita, exposición oral y autoevaluación, mediante una matriz de competencias que vinculó pensamiento crítico y uso ético de la IA. Los resultados mostraron que la calidad del trabajo dependió del pensamiento crítico del estudiante: el uso superficial de la IA condujo a información imprecisa o desactualizada, especialmente en el manejo de la normativa vigente. Aunque la IA facilitó la redacción de textos extensos y coherentes, la búsqueda tradicional resultó más eficaz para localizar ejemplos reales y casos aplicados. Se concluye que la IA es un recurso útil como apoyo y catalizador del pensamiento reflexivo, pero no sustituye el juicio humano. Es necesaria una orientación docente que fomente la formulación de consultas eficaces y la verificación de datos. Los estudiantes valoraron el ahorro de tiempo, aunque manifestaron dudas sobre la fiabilidad de la información. El futuro docente requiere guías y modelos de evaluación que integren la trazabilidad del contenido generado por IA. [ABSTRACT FROM AUTHOR]
Copyright of ABE: Advances in Building Education is the property of Departamento de Tecnologia de la Edificacion, Universidad Politecnica de Madrid and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:This paper presents a teaching innovation experience implemented in the Bachelor's Degree in Building Engineering at the University of Seville, aimed at optimising competence acquisition, fostering autonomous learning, and moving beyond a purely cognitive approach in the subject Materials II. The study, conducted with 120 students during the 2024-2025 academic year, analyses the integration of Artificial Intelligence (AI) in the development of monographic projects. The methodology structured the activity into four phases (group organisation, information search, supervision, and assessment), requiring the thorough verification of all information generated by AI. The comprehensive assessment combined a written report, oral presentation, and self-evaluation, using a competency matrix that linked critical thinking with the ethical use of AI. The results showed that the quality of the final work depended largely on the students' critical thinking skills: a superficial use of AI led to inaccurate or outdated information, particularly regarding current regulations and standards. Although AI supported students in producing extensive and coherent texts, traditional research proved more effective for finding real-world examples and applied case studies. It is concluded that AI is a valuable tool as a support and catalyst for reflective thinking, but not a substitute for human judgement. Adequate teaching guidance is essential to promote effective query formulation and data verification. Students appreciated the time-saving benefits of AI but expressed concerns about the reliability of the information obtained. The future of teaching in this field requires specific guidelines and assessment models that incorporate the traceability of AI-generated content. [ABSTRACT FROM AUTHOR]
ISSN:25307940
DOI:10.20868/abe.2025.3.5648