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. AI tools. This established a baseline for their writing skills; Post-test: Students tackled the PIC-A tasks again, but this time, they were allowed to use ChatGPT to brainstorm ideas and improve their writing. Analysis: The authors compared the creative outputs from the AI systems and the human participants on the PIC-A test. They also analysed how using ChatGPT in the post-test impacted student writing compared to the pre-test results. Lessons learned AI's strengths: -The study demonstrated AI's prowess in idea generation and its ability to enhance writing quality. -Its effectiveness was particularly noticeable in tasks requiring practical solutions or applications. Human vs. AI creativity: - Both AI and humans demonstrated specific strengths in creativity. - AI systems excel when processing and utilising vast amounts of data. - Humans proved superior in navigating abstract concepts, imaginative thinking, and handling scenarios that are more theoretical. AI as a tool for students: - Utilising ChatGPT resulted in a significant improvement in the writing abilities of the student participants. - This suggests the potential value of AI as a supportive tool capable of idea generation and assistance within writing tasks. Implications for practice AI-Human Collaboration: - To successfully and responsibly integrate AI into educational settings, emphasis must be placed on developing students' critical thinking skills and judgement. - This highlights the need for a collaborative model where AI serves as a powerful tool under human guidance and direction, rather than replacing human creativity. Μελέτη περίπτωσης 33: Ενσωμάτωση των chatbots στην εκπαίδευση: ιδέες από το μοντέλο ικανοποίησης της αλληλεπίδρασης chatbot-ανθρώπου (CHISM). General information Reference/Source: Belda-Medina, J., & Kokošková, V. (2023). Integrating chatbots in education: insights from the Chatbot-Human Interaction Satisfaction Model (CHISM). International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00432-3 Institutions: University of Alicante, Spain (public, large) and University of West Bohemia, Czech Republic (public) Course/Subject: Applied Linguistics courses within Teacher Education programs Aim: - To explore teacher candidates' understanding and perceptions of App-Integrated Chatbots (AICs) for language learning. - To assess AIC effectiveness in supporting language education. Target group: College students enrolled as English language teacher candidates. Description of case Overview: -Intervention: Participants interacted with four AICs (Mondly, Andy, John Bot, Buddy.ai) over one month. Selection prioritised AICs with diverse features like varied language levels and tech integration. -Evaluation: - Pre/post surveys for prior knowledge and post-interaction satisfaction. - Chatbot-Human Interaction Satisfaction Model (CHISM) to assess linguistic elements, design, and user experience.
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