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. prompts that span the full range of Bloom's Taxonomy for multifaceted learning experiences; 2) Teaching students to critically analyse AI output, focusing on 'understanding', 'analysing, and 'evaluating' the information provided by AI tools Μελέτη περίπτωσης 36: Η τεχνολογία ως άξονας μεθοδολογικής αλλαγής. General information Reference/Source: Magaña, C., Rivas, S., Palmero, R., & Rodríguez, S. (2020). La Tecnologia como eje del Cambio Metodologico. www.uma.es/servicio-publicaciones-ydivulgacion-cientifica Institution: Universidad de las Palmas de GC. Course/Subject: Tratamiento Jurídico de las relaciones comerciales: de Roma al Derecho moderno. Aim: The primary aim of the paper is to investigate the potential of chatbots, powered by AI, to enhance the teaching and learning process in legal education. The authors specifically focus on the use of a chatbot in the "Tratamiento Jurídico de las relaciones comerciales: de Roma al Derecho moderno" course. Target group: Undergraduate students. Description of case AI integration: - A chatbot was developed and integrated into the "Tratamiento Jurídico de las relaciones comerciales: de Roma al Derecho moderno" course. - The chatbot was designed to interact with students using natural language processing (NLP) and provide them with information, explanations, and motivational messages. Students could access the chatbot 24/7 through their mobile devices or computers. AI role: - The chatbot served as a virtual tutor or assistant, providing students with: 1) Answers to their questions about the course material; 2) Explanations of concepts and problemsolving examples; 3) Motivational messages and encouragement to continue learning; 4) Links to additional resources and learning materials. Student Interaction: - Students interacted with the chatbot through text-based conversations. - They could ask questions, seek clarification, and receive feedback from the chatbot. - The chatbot also provided students with opportunities to practice their knowledge and skills. Lessons learned Outcomes: - The use of the chatbot resulted in a positive impact on student engagement and motivation. - Students reported feeling more supported and involved in their learning. - The chatbot also helped students to better understand the course material. Benefits: - Increased student engagement and motivation. - Improved student understanding of the course material. - Enhanced student autonomy and self-directed learning. Challenges: - Some students initially had difficulty interacting with the chatbot due to unfamiliarity with the technology. - The chatbot's response accuracy and effectiveness depended on the quality of the training data. - Maintaining and updating the chatbot required ongoing effort from the instructors. Implications for practice N/A
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