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 Room2Educ8 simplifies the process of aligning learning objectives with puzzles and narratives, resulting in a cohesive and immersive interactive story that enhances learning experiences. The decision to integrate this framework with ChatGPT stemmed from the goal of making EER design more accessible to educators, especially those lacking prior experience with escape room formats or facing time constraints. ChatGPT's user-friendly interface requires no specialised technical skills, ensuring educators with varying levels of tech proficiency can benefit. Additionally, ChatGPT's quick content generation reduces the time educators spend on content creation, allowing them to focus on essential aspects of teaching and learning. The included prompt engineering principles provide a valuable reference for crafting effective prompts, while the sample prompts can be easily adapted to various subjects, significantly improving the efficiency and effectiveness of the EER development process. Μελέτη περίπτωσης 17: Δυνατότητες της ΤΝ στην εκπαίδευση- Μια αξιολόγηση του ρόλου των chatbots ΤΝ ως μέσο επικοινωνίας στην τριτοβάθμια εκπαίδευση. General information Slepankova, M. (2021). Possibilities of Artificial Intelligence in Education An Assessment of the role of AI chatbots as a communication medium in higher education. Master Thesis, Linnaeus University. https://doi.org/10.1109/ICECCE61019.2023.10442360 University/ HEI: Linnaeus University, Sweden Course and subject domain: No specific Aim: Investigate the factors that influence the acceptability of AI chatbots by university students in HE which might point subsequently to the lack of usage. The study also suggests the most appropriate communication areas of AI chatbot application in HE suggested by students. The thesis utilises the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model to find the predictors of AI chatbots acceptability in HEIs. Target group: Students Description of case AI tool used: No specific A detailed description of what happened: A mixed-mode survey-research among students. Lessons learned Non-judgmental expectancy, Performance expectancy, and Effort expectancy have been concluded as the main predictors of acceptability. These constructs can positively influence the AI chatbot acceptability by providing an easy-to-use, unbiased, 24/7 available solution for simple educational, informative, and assistance tasks. Further, fast information provision positively impacts students' inner well-being by eliminating negative feelings associated with waiting. Students suggested that most possible applications of AI chatbots are in communication areas concerning recap of course material, study material recommendation and exam and requirements information. Implications for practice This master’s thesis can then be used as a base for the framework for AI chatbot application in HE, part of the digital strategy proposal of some universities or policymakers, or as an inspiration for proof of concept to justify if the concept has practical potential. For instance, the study could be used when an educational institution decides to implement rule-based or AI-based chatbots, alternatively, whether the AI designers would like to address specific consumers' intent, such as not being judged.
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