Progettare e valutare con il supporto dell’intelligenza artificiale: elementi per un approccio critico all’uso dei chatbot

Progettare e valutare con il supporto dell’intelligenza artificiale: elementi per un approccio critico all’uso dei chatbot

DESIGNING AND ASSESSING WITH THE SUPPORT OF ARTIFICIAL INTELLIGENCE: ELEMENTS FOR A CRITICAL APPROACH TO THE USE OF CHATBOTS Abstract This paper explores the critical integration of artificial intelligence (AI), specifically focusing on using chatbots in training design and learning assessment, ai...

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Bibliographic Details
Main Authors: Massimo Marcuccio, Maria Elena Tassinari, Vanessa Lo Turco
Format: Article
Language:English
Published: LED Edizioni Universitarie 2025-01-01
Series:Journal of Educational, Cultural and Psychological Studies
Subjects:
artificial intelligence
chatbot
chatgpt
instructional design
learning assessment
intelligenza artificiale
progettazione didattica
valutazione degli apprendimenti
Online Access:https://www.ledonline.it/index.php/ECPS-Journal/article/view/6513
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Summary:DESIGNING AND ASSESSING WITH THE SUPPORT OF ARTIFICIAL INTELLIGENCE: ELEMENTS FOR A CRITICAL APPROACH TO THE USE OF CHATBOTS Abstract This paper explores the critical integration of artificial intelligence (AI), specifically focusing on using chatbots in training design and learning assessment, aiming to uncover both the potential and challenges in educational and training contexts. Through two exploratory empirical studies – one centered on the use of ChatGPT in training design and the other on its application in school learning assessments – the analysis examines the perceptions of teachers and students. The findings reveal that chatbots, such as ChatGPT, can significantly reduce the workload of teachers and future training designers, improve access to educational resources, and provide timely feedback. However, concerns emerge regarding technological dependency and superficial learning, with ethical and pedagogical implications that warrant a critical examination of the pedagogical effectiveness of AI tools. The paper concludes by proposing strategies for AI’s ethical and thoughtful integration in education, promoting a balance between technology and reflective, critical educational practice.
ISSN:2037-7932
2037-7924

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