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. Description of case Overview: Researchers designed a conversational agent named Clair to foster productive talk in collaborative online learning environments. Clair is intended to be transferable to different topics and languages and allow for a degree of teacher configuration. Intervention: The pilot study used a within-subjects experiment. Students worked in pairs on a Go-Lab activity about photosynthesis. After an initial phase without Clair, dyads were assigned to 'control' or 'treatment' groups, with the treatment group receiving Clair's interventions. Clair's design: Clair used talk moves (e.g., Add-on, Rephrasing, Expand Reasoning) to stimulate discussion based on a combination of dialogue variables (focus, intent, topic similarity, etc.) and fuzzy logic rules. Lessons learned Limited impact: While Clair showed some potential in increasing explicit reasoning and decreasing participation imbalance, the overall effect wasn't statistically significant. Design issues: Clair's interventions were perceived as repetitive and robotic. The triggering mechanisms and rules could be improved. Unrealistic expectations: Students expected Clair to provide more direct content support, which isn't its intended function. Key takeaways: Designing an effective conversational agent for collaborative learning is complex. Future iterations should focus on more nuanced interventions, better rule design, and managing student expectations about the CA's capabilities. Implications for practice N/A Μελέτη περίπτωσης 32: Συγγραφή, δημιουργικότητα και ΤΝ. Το ChatGPT στο πανεπιστημιακό πλαίσιο. General information Reference/Source: de Vicente-Yagüe-Jara, M. I., López-Martínez, O., Navarro-Navarro, V., & Cuéllar-Santiago, F. (2023). Writing, creativity, and artificial intelligence. ChatGPT in the university context. Comunicar, 31(77), 47–57. https://doi.org/10.3916/C77-2023-04 Institution: Research conducted at multiple universities in Spain, including the University of Murcia, the University of Salamanca, and Miguel Hernández University of Elche Course/Subject: The specific courses or subject areas are not defined, but the research focuses on the potential of AI for the development of writing skills. This suggests application across disciplines and could inform language arts, creative writing, and technical writing courses. Aim: 1) To explore the creative potential of AI systems, such as ChatGPT, for the development of writing in educational contexts; 2) To investigate how AI can be used as a supportive tool for students when performing writing tasks. Target group: The research involved both AI systems and university students as participants. Description of case Overview: Creativity assessment tool: They chose the Test of Creative Imagination for Adults (PIC-A) to evaluate creative abilities. AI participants: The research focused on Large Language Models (LLMs) built on OpenAI's GPT-3 technology. The authors analysed the responses of 20 different AI tools, including well-known ones like ChatGPT and Dupla.ai. Human participants: University students participated alongside the AI systems. They completed the same PIC-A tasks, allowing for a direct comparison of human and AI creativity. Impact of AI on student writing: The researchers assessed student writing abilities in two phases: Pre-test: Students completed the PIC-A tasks without any assistance from
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