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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| Format: | Article |
| Language: | English |
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LED Edizioni Universitarie
2025-01-01
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| Series: | Journal of Educational, Cultural and Psychological Studies |
| Subjects: | |
| Online Access: | https://www.ledonline.it/index.php/ECPS-Journal/article/view/6513 |
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| _version_ | 1841527528734326784 |
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| author | Massimo Marcuccio Maria Elena Tassinari Vanessa Lo Turco |
| author_facet | Massimo Marcuccio Maria Elena Tassinari Vanessa Lo Turco |
| author_sort | Massimo Marcuccio |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-9abb3f67d20c46b3aa68bdb7b9d0e261 |
| institution | Kabale University |
| issn | 2037-7932 2037-7924 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | LED Edizioni Universitarie |
| record_format | Article |
| series | Journal of Educational, Cultural and Psychological Studies |
| spelling | doaj-art-9abb3f67d20c46b3aa68bdb7b9d0e2612025-01-15T14:16:03ZengLED Edizioni UniversitarieJournal of Educational, Cultural and Psychological Studies2037-79322037-79242025-01-0103010511810.7358/ecps-2024-030-marc2234Progettare e valutare con il supporto dell’intelligenza artificiale: elementi per un approccio critico all’uso dei chatbotMassimo Marcuccio0Maria Elena Tassinari1Vanessa Lo Turco2Dipartimento di Scienze dell'Educazione "Giovanni Maria Bertin" - Alma Mater Studiorum - Università di BolognaDipartimento di Scienze dell'Educazione "Giovanni Maria Bertin" - Alma Mater Studiorum - Università di BolognaDipartimento di Scienze dell'Educazione "Giovanni Maria Bertin" - Alma Mater Studiorum - Università di BolognaDESIGNING 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.https://www.ledonline.it/index.php/ECPS-Journal/article/view/6513artificial intelligencechatbotchatgptinstructional designlearning assessmentintelligenza artificialechatbotchatgptprogettazione didatticavalutazione degli apprendimenti |
| spellingShingle | Massimo Marcuccio Maria Elena Tassinari Vanessa Lo Turco Progettare e valutare con il supporto dell’intelligenza artificiale: elementi per un approccio critico all’uso dei chatbot Journal of Educational, Cultural and Psychological Studies artificial intelligence chatbot chatgpt instructional design learning assessment intelligenza artificiale chatbot chatgpt progettazione didattica valutazione degli apprendimenti |
| title | Progettare e valutare con il supporto dell’intelligenza artificiale: elementi per un approccio critico all’uso dei chatbot |
| title_full | Progettare e valutare con il supporto dell’intelligenza artificiale: elementi per un approccio critico all’uso dei chatbot |
| title_fullStr | Progettare e valutare con il supporto dell’intelligenza artificiale: elementi per un approccio critico all’uso dei chatbot |
| title_full_unstemmed | Progettare e valutare con il supporto dell’intelligenza artificiale: elementi per un approccio critico all’uso dei chatbot |
| title_short | Progettare e valutare con il supporto dell’intelligenza artificiale: elementi per un approccio critico all’uso dei chatbot |
| title_sort | progettare e valutare con il supporto dell intelligenza artificiale elementi per un approccio critico all uso dei chatbot |
| topic | artificial intelligence chatbot chatgpt instructional design learning assessment intelligenza artificiale chatbot chatgpt progettazione didattica valutazione degli apprendimenti |
| url | https://www.ledonline.it/index.php/ECPS-Journal/article/view/6513 |
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