Promoting AI Literacy in Higher Education: Evaluating the IEC-V1 Chatbot for Personalized Learning and Educational Equity
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arXiv
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| Format: | Preprint |
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2024
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| _version_ | 1866917875951861760 |
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| author | Pietrusky, Stefan |
| author_facet | Pietrusky, Stefan |
| contents | The unequal distribution of educational opportunities carries the risk of having a long-term negative impact on general social peace, a country's economy and basic democratic structures. In contrast to this observable development is the rapid technological progress in the field of artificial intelligence (AI). Progress makes it possible to solve various problems in the field of education as well. In order to effectively exploit the advantages that arise from the use of AI, prospective teacher training students need appropriate AI skills, which must already be taught during their studies. In a first step, the added value of this technology will be demonstrated using a concrete example. This article is therefore about conducting an exploratory pilot study to test the Individual Educational Chatbot (IEC-V1) prototype, in which the levels can be individually determined in order to generate appropriate answers depending on the requirements. The results show that this is an important function for prospective teachers, and that there is great interest in taking a closer look at this technology in order to be able to better support learners in the future. The data shows that experience has already been gained with chatbots, but that there is still room for improvement. It also shows that IEC-V1 is already working well. The knowledge gained will be used for the further development of the prototype to further improve the usability of the chatbot. Overall, it is shown that useful AI applications can be effectively integrated into learning situations even without proprietary systems and that important data protection requirements can be complied with. |
| format | Preprint |
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arxiv_https___arxiv_org_abs_2412_16165 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Promoting AI Literacy in Higher Education: Evaluating the IEC-V1 Chatbot for Personalized Learning and Educational Equity Pietrusky, Stefan Computers and Society Human-Computer Interaction The unequal distribution of educational opportunities carries the risk of having a long-term negative impact on general social peace, a country's economy and basic democratic structures. In contrast to this observable development is the rapid technological progress in the field of artificial intelligence (AI). Progress makes it possible to solve various problems in the field of education as well. In order to effectively exploit the advantages that arise from the use of AI, prospective teacher training students need appropriate AI skills, which must already be taught during their studies. In a first step, the added value of this technology will be demonstrated using a concrete example. This article is therefore about conducting an exploratory pilot study to test the Individual Educational Chatbot (IEC-V1) prototype, in which the levels can be individually determined in order to generate appropriate answers depending on the requirements. The results show that this is an important function for prospective teachers, and that there is great interest in taking a closer look at this technology in order to be able to better support learners in the future. The data shows that experience has already been gained with chatbots, but that there is still room for improvement. It also shows that IEC-V1 is already working well. The knowledge gained will be used for the further development of the prototype to further improve the usability of the chatbot. Overall, it is shown that useful AI applications can be effectively integrated into learning situations even without proprietary systems and that important data protection requirements can be complied with. |
| title | Promoting AI Literacy in Higher Education: Evaluating the IEC-V1 Chatbot for Personalized Learning and Educational Equity |
| topic | Computers and Society Human-Computer Interaction |
| url | https://arxiv.org/abs/2412.16165 |