RESUMO

Teachers have expressed concern about technology since its emergence in the early 1930s. Nowadays, as technology has become an integral part of daily life, it is clear that it is here to stay and must be addressed within the classroom context. Both digital natives and digital migrants agree that the educational use of technology differs significantly from its use in social media. Employing Artificial Intelligence (AI) for pedagogical purposes goes beyond merely replacing physical teaching aids with digital ones; it also involves adapting to reduced attention spans, which appear to diminish as digital tools become more pervasive. In this scenario, integrating these tools into teaching practices seems more appropriate than resisting them.

This research was conducted as a case study using a mixed-methods approach with “COVID-classes” students from 6th to 9th semester and teaching staff from the BA in English Language Teaching at the Language School San Cristóbal, UNACH. Data were collected through direct classroom observation, surveys, and interviews to analyze perceptions regarding the relationship between AI use and attention span decrease among university students.

Results indicate that AI encourages teamwork and promotes collaborative learning while optimizing resources. However, findings also reveal a concerning trend of shortened attention spans among young adults, raising doubts about long-term memory retention and sustained learning.

Palabras clave: Educational Technology, Pedagogic Use of IA, Higher
Education.