Author Information
Edinson Delgado, Universidad Autónoma de Occidente, ColombiaMadeline Melchor, Universidad Autónoma de Occidente, Colombia
Johann Ospina, Universidad Autónoma de Occidente, Colombia
William Delgado, University of Chicago, United States
Abstract
This study presents the findings of the research project “Technology and Nudge Theory Applied to Data Analytics,” which evaluated the effectiveness of artificial intelligence (AI)-based educational technologies—specifically, ChatGPT—in enhancing the teaching of statistics and the development of statistical thinking among undergraduate students. The project was carried out within the Marketing and International Business program at Universidad Autónoma de Occidente in Colombia. The research is grounded in the increasing need for statistical literacy in business education, where data-driven decision-making, risk assessment, performance measurement, and adaptation to global market dynamics are essential competencies. Recognizing this, the study aimed to determine how AI tools can strengthen these skills in a practical classroom context. The project employed an experimental design involving control and treatment groups, where ChatGPT was integrated into classroom activities for the treated cohort. The objective was to assess whether AI-supported pedagogical interventions could significantly improve students’ engagement and performance in data analysis and statistical reasoning. The research has been successfully completed, and data collection has concluded. The results provide empirical evidence on the role of AI in supporting domain-specific skill development in statistics and data analytics. Partial findings suggest that AI-driven educational tools not only enhance student participation and motivation but also contribute meaningfully to conceptual understanding, positioning AI as a valuable asset for innovation in higher education pedagogy.
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