The article “Design and Analysis of Narratives Enriched with Artificial Intelligence: UNED-UTMACH Transfer Project” addresses a key issue in today’s education: how to integrate AI not merely as a technical tool, but as an ally in creating clearer, more personalized, and more participatory educational narratives.
Based on 22 narratives created by university students and evaluated by 200 researchers in Peer Analysis Circles, the study shows that AI can help improve the coherence, relevance, and adaptation of content to different learning profiles.
One of the main strengths of the work is that it places innovation within a real context of knowledge transfer between UNED and UTMACH, linked to sNOOC environments and collaborative learning practices.
The research does not idealize technology: it acknowledges its potential to enrich digital narratives, but also emphasizes that educational quality depends on visual design, accessibility, feedback, and the active role of teachers. Much of its value for a broader audience lies precisely in this balance between enthusiasm and critical perspective.
The final takeaway from this article is clear: AI can open up new ways of telling, teaching, and learning, provided it is used according to pedagogical, ethical, and transparent criteria.
Its greatest contribution lies not only in confirming positive correlations between clarity, relevance, and personalization, but also in reminding us that a truly enriched educational narrative is not the one that incorporates more technology, but the one that helps students understand better, participate more, and feel part of a meaningful learning experience.
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How to Cite: Gil Quintana, J., García Blazquez, E., Hueso Romero, J. J., & Cantillo Valero, C. (2025). Design and analysis of narratives enriched with artificial intelligence. UNED - UTMACH transfer project. RIED-Revista Iberoamericana de Educación a Distancia, 28(2), 57–79. https://doi.org/10.5944/ried.28.2.43305
