Lucía Campo

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PDI - Profesora adjunta

University of the Basque Country

Spain

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About

Lucía Campo is an Assistant Professor at the University of the Basque Country in Spain. Her research primarily focuses on the intersection of artificial intelligence and education, particularly regarding student motivation, critical thinking, and academic integrity. Recent publications explore the implications of ChatGPT use in higher education and its relationship with factors such as gender, age, and academic performance.

Recent Grants

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FPI- Formación Personal Investigador

Open Date: 2012-10-01

Close Date: 2015-12-01

Articles (10)

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2025

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2023

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2023

Collaborators (5)

Houssam KANSO

Université de Pau et des Pays de l'Adour

FRANCE

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Daniel Losada

Profesor Titular de Universidad / Senior Lecturer

University of the Basque Country

SPAIN

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Héctor Galindo-Domínguez

University of the Basque Country

SPAIN

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Martin Sainz de la Maza

Professor

University of the Basque Country

SPAIN

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Maria Victoria Urruzola

Profesora

Universidad del País Vasco - Campus Gipuzkoa

SPAIN

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Lucía Campo

Research Interests

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About

Recent Grants

Articles (10)

Relationship Between the Use of ChatGPT and Plagiarism in Higher Education: The Influence of Gender, Age and Previous Academic Results

Relationship between the use of ChatGPT for academic purposes and plagiarism: the influence of student-related variables on cheating behavior.

Relationship between social media use and critical thinking in university students

Using Artificial Intelligence to Promote Adolescents' Learning Motivation. A Longitudinal Intervention From the Self‐Determination Theory

Does Intrinsic Motivation Improve Academic Achievement, or Vice Versa?

Relationship between teachers’ digital competence and attitudes towards artificial intelligence in education

Aplicación de la Inteligencia Artificial (IA) en Educación: Los beneficios y limitaciones de la IA percibidos por el profesorado de educación primaria, educación secundaria y educación superior.

Uso de ChatGpt en educación superior. Un análisis en función del género, rendimiento académico, año y grado universitario del alumnado

Understanding critical thinking: A comparative analysis between university students’ and teachers’ conception

A teachers’ based approach to assessing the perception of critical thinking in Education university students based on their age and gender

Collaborators (5)

Houssam KANSO

Daniel Losada

Héctor Galindo-Domínguez

Martin Sainz de la Maza

Maria Victoria Urruzola

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