{"id":27689,"date":"2025-05-09T08:59:40","date_gmt":"2025-05-09T06:59:40","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=27689"},"modified":"2025-05-09T09:00:06","modified_gmt":"2025-05-09T07:00:06","slug":"psicologia-de-leducacio-amb-ia","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/psicologia-de-leducacio-amb-ia\/","title":{"rendered":"Psicologia de l’educaci\u00f3 amb\u00a0IA?"},"content":{"rendered":"

Psicologia de l’educaci\u00f3 amb\u00a0IA?<\/h1>\n

Breu comentari de l’informe de l’APA sobre intel\u00b7lig\u00e8ncia artificial i psicologia<\/p>\n

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IA. \/ American Psychological Association<\/figcaption><\/figure>\n

Llic\u00e8ncia Creative Commons<\/a><\/p>\n

\"\"<\/strong><\/p>\n

 <\/p>\n

Antoni Hern\u00e1ndez-Fern\u00e1ndez<\/strong><\/a><\/span><\/p>\n

 <\/p>\n

La intel\u00b7lig\u00e8ncia artificial<\/strong> (IA) est\u00e0 transformant m\u00faltiples sectors, i la psicologia no n’\u00e9s una excepci\u00f3. De fet, la IA ha estat un dels deu temes destacats per l’Associaci\u00f3 Americana de Psicologia (APA) a la seva APA Monitor on Psychology 2025 Trends Report<\/a><\/span>, un informe anual que val la pena revisar en conjunt, on s’analitzen els desafiaments i les oportunitats que marcaran el futur de la psicologia. Per a l’APA, el 2025 la IA ja no nom\u00e9s est\u00e0 transformant la psicologia cl\u00ednica i la recerca, sin\u00f3 que tamb\u00e9 es posiciona com una tecnologia clau en la psicologia educativa. El seu impacte s’hauria de notar, ben aviat, en la personalitzaci\u00f3 de l’aprenentatge, l’an\u00e0lisi del comportament acad\u00e8mic, el suport en l’atenci\u00f3 a la diversitat de l’aula i la millora de la formaci\u00f3 del professorat. No sabem si arribarem a tant als nostres centres el 2025, per\u00f2, podr\u00edem afegir, esperem ajudi tamb\u00e9 la IA a l’agilitat burocr\u00e0tica a qu\u00e8 es veuen sotmesos tant psic\u00f2legs com docents a l’educaci\u00f3.<\/p>\n

Segons l’APA, els psic\u00f2legs tenen la responsabilitat de participar activament en el disseny, l’avaluaci\u00f3 i la implementaci\u00f3 \u00e8tica d’aquestes eines. Des d’algoritmes que ajuden en la presa de decisions fins a assistents conversacionals que donen suport a l’aprenentatge, el potencial \u00e9s immens, sempre que es mantingui un enfocament professional cr\u00edtic, \u00e8tic i amb el rol hum\u00e0 com a essencial, en la l\u00ednia de la declaraci\u00f3 de Barcelona de 2017<\/a><\/span>. A continuaci\u00f3, presentem un resum succint dels elements clau d’aquest informe de l’APA amb una mirada espec\u00edfica cap a la seva aplicaci\u00f3 a l\u2019\u00e0mbit educatiu.<\/p>\n

 <\/p>\n

Per qu\u00e8 la IA \u00e9s rellevant per a la psicologia de l’educaci\u00f3?<\/strong><\/p>\n

Molt especialment, l’auge dels anomenats grans models de llenguatge (com Chat GPT<\/em>, DeepSeek<\/em>, Gemini<\/em>…) ha obert noves vies per millorar l’ensenyament i l’aprenentatge, per\u00f2 tamb\u00e9 per treballar en les problem\u00e0tiques relacionades amb la salut mental de l’alumnat S’ha escrit ja molt sobre com la IA pot contribuir a personalitzar l’aprenentatge, facilitar l’avaluaci\u00f3 continuada o reduir la sobrec\u00e0rrega de treball del professorat, per\u00f2 potser no tant, per exemple, pel que fa a la detecci\u00f3 autom\u00e0tica d\u2019indicadors de risc de frac\u00e0s acad\u00e8mic, d’exclusi\u00f3 social o d’impacte psicoemocional en l’alumnat. En aquest context, l’APA fa indirectament una crida als psic\u00f2legs per a liderar processos d’integraci\u00f3 responsable de la IA, guiant les decisions amb criteris \u00e8tics i, per descomptat, cient\u00edfics. Aix\u00f2 inclou garantir la privacitat de les dades, especialment sensibles en menors d\u2019edat, mantenir la centralitat de la relaci\u00f3 humana als entorns educatius i promoure l\u2019equitat en l\u2019acc\u00e9s a les noves tecnologies, amb vistes a l’atenci\u00f3 a la diversitat de l’aula i la inclusi\u00f3.<\/p>\n

 <\/p>\n

Algunes possibles aplicacions<\/strong><\/p>\n

L’APA ha plantejat un llistat de recursos clau, que resumim a la taula 1, \u00fatil per ajudar la formaci\u00f3 dels professionals de la psicologia i l’educaci\u00f3. Una de les l\u00ednies m\u00e9s prometedores \u00e9s l\u2019\u00fas de la IA per al feedback<\/em> formatiu i la supervisi\u00f3 de l\u2019 aprenentatge. Per exemple, els sistemes de tutoria intel\u00b7ligents poden analitzar les respostes de l’alumnat i oferir retroalimentaci\u00f3 instant\u00e0nia, adaptant-ne el nivell de dificultat o suggerint activitats de refor\u00e7.<\/p>\n

Ben utilitzada, la IA pot ser una aliada per reduir desigualtats. Els models generatius permeten adaptar materials educatius a contextos culturals diversos amb menys esfor\u00e7 que abans, no nom\u00e9s traduint, cosa que ajuda molt a alumnes nouvinguts, sin\u00f3 explicant de forma adaptada normes socials i refer\u00e8ncies significatives per a diferents col\u00b7lectius. Aix\u00f2 pot millorar la inclusi\u00f3 i el benestar de l\u2019alumnat amb traject\u00f2ries migrat\u00f2ries, minories ling\u00fc\u00edstiques o necessitats educatives espec\u00edfiques. Una altra aplicaci\u00f3 potencial, que m’agrada plantejar en els cursos de formaci\u00f3, \u00e9s la facilitat que ofereix la IA per redactar materials i activitats seguint les pautes de la comunicaci\u00f3 clara<\/a><\/span>: molts alumnes tenen problemes d’aprenentatge derivats de les seves dificultats de comprensi\u00f3 lectora.<\/p>\n

Tamb\u00e9 en aquesta l\u00ednia de la millora de la comunicaci\u00f3, s’estan desenvolupant eines d’IA que ajuden els docents a transcriure, analitzar i millorar les pr\u00e0ctiques a partir de la informaci\u00f3 recollida a classe o en tutories. Aquestes eines podrien identificar patrons en la participaci\u00f3 de l\u2019alumnat o en la gesti\u00f3 emocional del grup, generant alertes per a intervencions primerenques. Aix\u00ed mateix, l’APA planteja que la IA pot facilitar l’acc\u00e9s a recursos de salut mental per a estudiants que no poden anar a ter\u00e0pia presencial, mitjan\u00e7ant xatbots<\/em> entrenats per detectar estats emocionals o proporcionar primers auxilis psicol\u00f2gics. Per\u00f2 sempre ho haur\u00e0 de fer en estreta col\u00b7laboraci\u00f3 amb els professionals humans, propers i accessibles a l’entorn de l’alumne, i sota supervisi\u00f3 \u00e8tica.<\/p>\n

A m\u00e9s, en el terreny formatiu, la IA pot enriquir l’actualitzaci\u00f3 i la formaci\u00f3 inicial de futurs professionals mitjan\u00e7ant simulacions i entorns virtuals on practicar habilitats d’orientaci\u00f3, mediaci\u00f3 o ensenyament. Igual que a la cl\u00ednica, models entrenats per detectar empatia o escolta activa podrien aplicar-se a la formaci\u00f3 d’educadors i psic\u00f2legs en t\u00e8cniques de comunicaci\u00f3 i relaci\u00f3 interpersonal, entrenant-se amb m\u00e0quines abans de llan\u00e7ar-se a la complexa realitat.<\/p>\n

 <\/p>\n

Taula 1: Recursos clau sobre IA i psicologia (APA)<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
Recurs<\/td>\nDescripci\u00f3<\/td>\nAplicaci\u00f3 a Educaci\u00f3<\/td>\n<\/tr>\n<\/thead>\n
Companion Checklist: Evaluation of an AI-Enabled Clinical or Administrative Tool<\/a><\/span><\/td>\nGu\u00eda de l\u2019APA per a evaluar eines cl\u00edniques o administratives amb IA.<\/td>\nPot adaptar-se per a avaluar plataformes educatives amb IA (tutores intel\u00b7ligents, assistents, anal\u00edtica de l\u2019aprenentatge).<\/td>\n<\/tr>\n
Society for Digital Mental Health<\/a><\/td>\nComunitat internacional que promou la salut mental digital.<\/td>\n\u00datil per a explorar tecnologies aplicables al benestar psicol\u00f2gic de l\u2019estudiant universitari i escolar.<\/td>\n<\/tr>\n
International Society for Research on Internet Interventions (ISRII<\/a><\/span>)<\/td>\nXarxa d\u2019investigadores sobre salut i conducta en entorns digitals.<\/td>\nInspiraci\u00f3 per al desenvolupament d\u2019intervencions educatives digitals basades en evid\u00e8ncia.<\/td>\n<\/tr>\n
Journal of Medical Internet Research (JMIR<\/a><\/span>)<\/td>\nRevista m\u00e8dica d\u2019investigaci\u00f3 sobre salut digital.<\/td>\nFont clau sobre estudis aplicables a tecnologies educatives i al benestar digital a l\u2019aula.<\/td>\n<\/tr>\n
APA\u2019s Mental Health Technology Advisory Committee<\/a><\/span><\/td>\nComit\u00e8 que orienta el desenvolupament \u00e8tic de tecnologia en salut mental.<\/td>\nReferent per a guiar la integraci\u00f3 \u00e8tica de la IA en programes d\u2019educaci\u00f3 emocional i tutoria.<\/td>\n<\/tr>\n
The Chronicle of Higher Education<\/a><\/span><\/td>\nMedi especializat en tend\u00e8ncies a l\u2019educaci\u00f3 superior.<\/td>\nInformaci\u00f3 actualizada sobre l\u2019impacte de la IA a l\u2019ensenyament universitari i la gesti\u00f3 acad\u00e8mica.<\/td>\n<\/tr>\n
AI & Society: Knowledge, Culture and Communication<\/a><\/span><\/td>\nRevista que estudia els efectes socioculturals i \u00e8tics de la IA.<\/td>\nMarc te\u00f2ric per a reflexionar sobre IA en educaci\u00f3 des de perspectives cr\u00edtiques, \u00e8tiques i filos\u00f2fiques.<\/td>\n<\/tr>\n
Science in the Age of AI \u2013 The Royal Society<\/a><\/span><\/td>\nInforme sobre IA y transformaci\u00f3 de la ci\u00e8ncia.<\/td>\n\u00datil per a repensar la formaci\u00f3 cient\u00edfica de l\u2019alumnat i com ensenyar investigaci\u00f3 a l\u2019era de la IA.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Font: Modificada y ampliada de l\u2019Associaci\u00f3 Americana de Psicologia (APA, 2025): APA Monitor on Psychology 2025 Trends Report<\/a><\/span>.<\/p>\n

\u00a0<\/strong><\/p>\n

Avaluaci\u00f3 cr\u00edtica s\u00ed, per\u00f2 una crida a l’acci\u00f3<\/strong><\/p>\n

Aix\u00f2 no obstant, la revisi\u00f3 de l’informe de l’APA apel\u00b7la al principi de precauci\u00f3: a m\u00e9s del conegut alt impacte ambiental i social de la IA generativa (vegeu la Cartografia de la IA del col\u00b7lectiu Estampa<\/a><\/span>), moltes aplicacions d’IA que s’estan desenvolupant en psicologia estan encara immadures i plantegen riscos reals: p\u00e8rdua de privadesa, biaixos de les dades, depend\u00e8ncia tecnol\u00f2gica o deshumanitzaci\u00f3 de la relaci\u00f3 educativa en s\u00f3n alguns dels m\u00e9s destacats. La psicologia de l\u2019educaci\u00f3 t\u00e9 la responsabilitat d\u2019analitzar cr\u00edticament aquestes eines i establir l\u00edmits raonables per al seu \u00fas.<\/p>\n

Aix\u00f2 implica, per exemple, preguntar-se qui t\u00e9 acc\u00e9s a les dades de l’alumnat, si aquestes dades es faran servir per entrenar models d’empreses privades (Open AI, Google, Microsoft…), si es poden revocar, o com s’expliquen les decisions automatitzades. Tamb\u00e9 cal valorar com canvia el treball docent quan certes tasques es deleguen a m\u00e0quines i quin impacte t\u00e9 aix\u00f2 a la motivaci\u00f3, la reflexi\u00f3 pedag\u00f2gica i la relaci\u00f3 amb l’alumnat. Un enfocament prometedor consisteix a utilitzar models d’IA oberts i executables localment, amb control total sobre les dades i els objectius, en lloc de dependre de grans plataformes comercials, allunyades de les regulacions de la Uni\u00f3 Europea, fosques pel que fa als models d’entrenament i on acaben anant a parar les dades personals.<\/p>\n

La IA no \u00e9s neutra, i el seu impacte a l’educaci\u00f3 dependr\u00e0 en gran mesura de com s’implementi. Per aix\u00f2, la psicologia de l’educaci\u00f3 s\u2019hi ha d’implicar activament, no nom\u00e9s adoptant eines, sin\u00f3 coparticipant en el disseny, la regulaci\u00f3 i l’avaluaci\u00f3<\/strong>, des d’una perspectiva tecno\u00e8tica, cr\u00edtica i humanista. Com sost\u00e9 l’informe de l’APA, la revoluci\u00f3 ja \u00e9s aqu\u00ed. M\u00e9s que t\u00e9mer-la, \u00e9s hora d’analitzar-la cr\u00edticament, veure com pot ajudar els professionals de l’educaci\u00f3 i els estudiants, per\u00f2 no abra\u00e7ar la IA a qualsevol preu: estudiar les evid\u00e8ncies cient\u00edfiques sobre si l’\u00fas millora o no l’aprenentatge, l’equitat i el desenvolupament integral de les persones, \u00e9s un dels reptes pendents de la investigaci\u00f3 actual.<\/p>\n

___<\/p>\n

Refer\u00e8ncies:<\/strong><\/h6>\n

APA (2025). APA Monitor on Psychology 2025.<\/em> Disponible a: APA 2025 Ten Emerging Trends in Psychology | Free Report<\/a><\/span><\/p>\n

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Font:\u00a0educational EVIDENCE<\/strong><\/p>\n

Drets:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Psicologia de l’educaci\u00f3 amb\u00a0IA? Breu comentari de l’informe de l’APA sobre intel\u00b7lig\u00e8ncia artificial i psicologia Llic\u00e8ncia Creative Commons   Antoni Hern\u00e1ndez-Fern\u00e1ndez   La intel\u00b7lig\u00e8ncia artificial (IA) est\u00e0 transformant m\u00faltiples sectors, i la psicologia no n’\u00e9s una excepci\u00f3. De fet, la IA ha estat un dels deu temes destacats per l’Associaci\u00f3 Americana de Psicologia (APA) a […]<\/p>\n","protected":false},"author":4,"featured_media":27250,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"1","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[252,246],"tags":[2975,561,2974,2976],"class_list":["post-27689","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-intelligencia-artificial","category-tecnologia-ca","tag-entorns-virtuals","tag-intelligencia-artificial","tag-psicologia-de-leducacio","tag-simulacions"],"yoast_head":"\nPsicologia de l'educaci\u00f3 amb\u00a0IA? - Educational Evidence<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/educationalevidence.com\/ca\/psicologia-de-leducacio-amb-ia\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Psicologia de l'educaci\u00f3 amb\u00a0IA? - Educational Evidence\" \/>\n<meta property=\"og:description\" content=\"Psicologia de l’educaci\u00f3 amb\u00a0IA? 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