Resumo

ORTEGA AURIS, Angela Soledad; MATIAS CRISTOBAL, Obed Isaías; ORTEGA AURIS, Janet Sadith  e  CURO HUICHI, Marybel. Reading comprehension in secondary school students from educational innovation with Artificial Intelligence. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.37, pp.941-957.  Epub 24-Fev-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i37.961.

Reading comprehension is essential for effective learning and Artificial Intelligence can enrich this process by facilitating access to varied educational resources and adjusting to different learning styles. This research aimed to determine the impact of Artificial Intelligence on reading comprehension of secondary level students in Lima, Peru. A non-experimental qualitative design was used with five teachers as a sample. The results indicate that Artificial Intelligence can personalize learning, offer immediate feedback and encourage student participation, although challenges such as technological dependence and limitations in adaptability also arise. Perceptions about its use are diverse, students value personalization, teachers see innovation opportunities with some skepticism, and educational managers emphasize the need for training and equity in access to these technologies. It is concluded that Artificial Intelligence has the potential to transform education, but it is essential to balance its use with human pedagogical intervention.

Palavras-chave : Effective learning; Reading comprehension; Technological challenges; Secondary education; Artificial intelligence.

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