Enfoque Odychess: Un método dialéctico, constructivista y adaptativo para la enseñanza del ajedrez con inteligencias artificiales generativas
Ernesto Giralt Hernandez, Lazaro Antonio Bueno Perez
TL;DR
Este estudio aborda la necesidad de modernizar la enseñanza del ajedrez mediante IA generativa. Propone el Enfoque Odychess, que integra constructivismo, dialéctica socrática, ABP y aprendizaje basado en patrones con un tutor IA adaptativo basado en Llama 3.3 ajustado mediante PEFT (LoRA). En un diseño cuasi-experimental con $N=60$, se observaron mejoras significativas en conocimiento ajedrecístico ($t(58)=4.82$, $p<0.001$, $d=0.79$), comprensión estratégica ($F(1,57)=15.6$, $p<0.001$, $ ext{η}^2_p=0.22$) y habilidades metacognitivas ($t(58)=3.91$, $p<0.001$, $d=0.64$). Además, el análisis cualitativo indicó mayor razonamiento dialéctico e intrínseca motivación en el grupo Odychess. Los resultados respaldan la viabilidad y el potencial transferible de este marco para democratizar y mejorar la enseñanza del ajedrez mediante tutoría personalizada a gran escala.
Abstract
Chess teaching has evolved through different approaches, however, traditional methodologies, often based on memorization, contrast with the new possibilities offered by generative artificial intelligence, a technology still little explored in this field. This study seeks to empirically validate the effectiveness of the Odychess Approach in improving chess knowledge, strategic understanding, and metacognitive skills in students. A quasi-experimental study was conducted with a pre-test/post-test design and a control group (N=60). The experimental intervention implemented the Odychess Approach, incorporating a Llama 3.3 language model that was specifically adapted using Parameter-Efficient Fine-Tuning (PEFT) techniques to act as a Socratic chess tutor. Quantitative assessment instruments were used to measure chess knowledge, strategic understanding, and metacognitive skills before and after the intervention. The results of the quasi-experimental study showed significant improvements in the experimental group compared to the control group in the three variables analyzed: chess knowledge, strategic understanding, and metacognitive skills. The complementary qualitative analysis revealed greater analytical depth, more developed dialectical reasoning, and increased intrinsic motivation in students who participated in the Odychess method-based intervention. The Odychess Approach represents an effective pedagogical methodology for teaching chess, demonstrating the potential of the synergistic integration of constructivist and dialectical principles with generative artificial intelligence. The implications of this work are relevant for educators and institutions interested in adopting innovative pedagogical technologies and for researchers in the field of AI applied to education, highlighting the transferability of the language model adaptation methodology to other educational domains.