Με τη χρηματοδότηση της Ευρωπαϊκής Ένωσης. Οι απόψεις και οι γνώμες που διατυπώνονται εκφράζουν αποκλειστικά τις απόψεις των συντακτών και δεν αντιπροσωπεύουν κατ'ανάγκη τις απόψεις της Ευρωπαϊκής Ένωσης ή του Ευρωπαϊκού Εκτελεστικού Οργανισμού Εκπαίδευσης και Πολιτισμού (EACEA). Η Ευρωπαϊκή Ένωση και ο EACEA δεν μπορούν να θεωρηθούν υπεύθυνοι για τις εκφραζόμενες απόψεις. Implications for practice AI-based tools can enhance collaboration, communication, problem-solving abilities, and learning outcomes, thereby preparing students for the collaborative demands of the modern workforce. However, ethical apprehensions such as data privacy and bias must be addressed. Μελέτη περίπτωσης 16: Σχεδιασμός εκπαιδευτικών escape-rooms με παραγωγική ΤΝ: Ένα πλαίσιο εργασίας και ένας οδηγός συγγραφής προτροπών στο ChatGPT. General information Fotaris, P., Mastoras, T., and lameras, P. (2017). Designing Educational Escape Rooms with Generative AI: A Framework and ChatGPT Prompt Engineering Guide. Vol. 17 No. 1 (2023): Proceedings of the 17th European Conference on Games Based Learning. https://doi.org/10.34190/ecgbl.17.1.1870 University/ HEI: University of Macedonia, Thessaloniki, Greece Course and subject domain: No specific course or domain, applies to all Aim: To explore the dynamic synergy between Room2Educ8, a framework rooted in Design Thinking principles, and the publicly accessible AI tool ChatGPT. Target group: First-year undergraduate chemistry students Description of case AI tool used: ChatGPT A detailed description of what happened: This study delves into a deliberate exploration of how ChatGPT's functionalities can be strategically harnessed during the development of EERs to offer time-saving, idea-generating, and customisable assistance, thus allowing designers to create more engaging and effective educational escape rooms. This is accomplished through the integration of Room2Educ8, a usercentred conceptual framework that derives its foundation from design thinking principles. Notably, Room2Educ8 offers a versatile structure that can be flexibly tailored to various subjects, learning goals, and class sizes. The core focus of this article revolves around a description of each stage of Room2Educ8, subsequently enabling straightforward application, followed by the provision of specialised prompts designed for employment alongside ChatGPT. These prompts are curated to elicit content generation corresponding to each unique stage encapsulated within the Room2Educ8 framework, including learner personas, learning objectives, S.M.A.R.T. goals, stories, puzzles, clues, hints, game rules and instructions, briefing and debriefing scripts, surveys, interview questions, and evaluation plans. Lessons learned To ensure ChatGPT's ability to assist in the creation of an EER, a set of prompts was crafted, aligning with each phase of the Room2Educ8 framework. The AI-generated responses informed the design of a digital EER about the periodic table of elements, specifically designed to captivate the interest of first-year undergraduate chemistry students. Presented below are a few selected prompts that were employed during the Contextualise and Design stages, presented in this study. All prompts were crafted following a foundational set of prompt engineering principles. Foremost among them was the emphasis on clarity and specificity, ensuring that each instruction was initiated with a clear and precise directive. To personalise responses, the persona of an EER designer was designated for ChatGPT to embody, tailoring its interactions accordingly. Furthermore, maintaining alignment with the EER's learning objectives was essential to ensure that the prompts effectively supported the educational goals. The active use of feedback loops allowed for prompt refinement, resulting in iterative improvements. Contextual clarity was incorporated when needed to guide the AI's output effectively. Additionally, real-life scenarios were utilised for certain prompts, grounding them in practical and relatable situations.
RkJQdWJsaXNoZXIy NzYwNDE=