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| Format: | Preprint |
| Published: |
2024
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2402.01770 |
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| _version_ | 1866916113058627584 |
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| author | Golding, Yousuf |
| author_facet | Golding, Yousuf |
| contents | This study explores the use of Generative AI chatbots for transforming public science exhibits into virtual experiences that can extend the engagement of exhibits into the classroom. The broader goal is to increase accessibility of science exhibits, especially for those marginalized in STEM due to various factors, including cultural barriers. We hypothesize that turning exhibits into first-person anthropomorphized chatbots with a personality, like quirky-talking asteroids or comets, can increase engagement and learning. The paper mainly explores if such techniques are possible using Generative AI (e.g. GPT) via prompt engineering alone. The research includes an investigation into the possibility of integrating interactive assessment via question-generation using Bloom's Taxonomy. Initial results indicate that it is possible to combine these techniques. As such, it lays a foundation for future classroom evaluations of such chatbots to gauge their overall efficacy in extending the reach of science exhibitions. The paper concludes by discussing extensions of the research to fully evaluate effectiveness in virtual field-trips. We also include a brief examination of additional ways to enhance student motivation towards learning via chatbots. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2402_01770 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Extending Interactive Science Exhibits into the Classroom using Anthropomorphized Chatbots and Bloom's Taxonomy Golding, Yousuf Computers and Society Artificial Intelligence This study explores the use of Generative AI chatbots for transforming public science exhibits into virtual experiences that can extend the engagement of exhibits into the classroom. The broader goal is to increase accessibility of science exhibits, especially for those marginalized in STEM due to various factors, including cultural barriers. We hypothesize that turning exhibits into first-person anthropomorphized chatbots with a personality, like quirky-talking asteroids or comets, can increase engagement and learning. The paper mainly explores if such techniques are possible using Generative AI (e.g. GPT) via prompt engineering alone. The research includes an investigation into the possibility of integrating interactive assessment via question-generation using Bloom's Taxonomy. Initial results indicate that it is possible to combine these techniques. As such, it lays a foundation for future classroom evaluations of such chatbots to gauge their overall efficacy in extending the reach of science exhibitions. The paper concludes by discussing extensions of the research to fully evaluate effectiveness in virtual field-trips. We also include a brief examination of additional ways to enhance student motivation towards learning via chatbots. |
| title | Extending Interactive Science Exhibits into the Classroom using Anthropomorphized Chatbots and Bloom's Taxonomy |
| topic | Computers and Society Artificial Intelligence |
| url | https://arxiv.org/abs/2402.01770 |