Influencia de la inteligencia artificial adaptativa sobre las funciones ejecutivas en Educación Inicial: evidencia en contexto ecuatoriano.

This study examines the influence of adaptive artificial intelligence on the development of executive functions in Early Childhood Education within the Ecuadorian context. Considering the growing integration of intelligent technologies in early educational settings, the research focused on analyzing the impact of an adaptive digital learning environment on working memory, inhibitory control, and cognitive flexibility. A quantitative approach was adopted, using a pre-experimental one-group pretest–posttest design applied to a sample of 108 children aged 4 to 5 years. The intervention involved the implementation of an adaptive artificial intelligence platform capable of dynamically adjusting learning activities according to each child’s performance, incorporating digital symbolic play and personalized feedback.. The results revealed statistically significant improvements across all assessed executive function dimensions, along with qualitative advances in self-regulation, sustained attention, and cognitive autonomy. These findings indicate that adaptive artificial intelligence can function as an effective pedagogical mediator to enhance early cognitive development when aligned with child development principles and intentional instructional design. In conclusion, this study provides contextualized empirical evidence supporting the potential of adaptive artificial intelligence as a viable and pedagogically valuable strategy in Ecuadorian Early Childhood Education, contributing to the strengthening of executive functions and the transformation of learning experiences from an early age.