Explorando Affordances do ChatGPT no Ensino Superior Brasileiro
Resumo
Este estudo utilizou entrevistas semiestruturadas com 10 professores e gestores de instituições de ensino superior no Brasil para explorar suas percepções sobre o uso da Inteligência Artificial (IA) no ensino superior. Os resultados revelam impactos, obstáculos e desafios éticos relacionados à privacidade, inclusão e justiça. As affordances da IA para o ensino e gestão foram significativas, mas nem sempre reconhecidas pelos participantes, impactados pela chegada do ChatGPT em 2023. As restrições percebidas pelos professores foram utilizadas como oportunidade de ensinar boas práticas acadêmicas aos alunos. A análise oferece diretrizes valiosas para a integração ética e eficaz da IA no ensino superior.
Palavras-chave:
Inteligência Artificial no Ensino Superior, Affordances da IA, ChatGPT
Referências
Bower, Matt; Sturman, Daniel (2015) What are the educational affordances of wearable technologies? Computers & Education, v. 88, p. 343-353.
Braun, Virginia; Clarke, Victoria. (2006) Using thematic analysis in psychology. Qualitative research in psychology, v. 3, n. 2, p. 77-101.
Dalgarno, Barney; Lee, Mark JW. (2010) What are the learning affordances of 3‐D virtual environments? British journal of educational technology, v. 41, n. 1, p. 10-32.
Dwivedi, Yogesh K. et al. (2023) “So, what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, v. 71, p. 102642.
Gibson, James J. (1977) The theory of affordance. Hilldale, USA, v. 1, n. 2, p. 67-82.
Hammond, Michael. (2010) What is an affordance, and can it help us understand the use of ICT in education? Education and Information Technologies, v. 15, p. 205-217.
Klein, Heinz K.; Myers, Michael D. (1999) A set of principles for conducting and evaluating interpretive field studies in information systems. MIS quarterly, p. 67-93.
Mhlanga, D. (2023). Open AI in education, the responsible and ethical use of ChatGPT towards lifelong learning. In FinTech and artificial intelligence for sustainable development: The role of smart technologies in achieving development goals (pp. 387-409). Cham: Springer Nature Switzerland.
Qadir, J. (2022). Engineering education in the era of ChatGPT: Promise and pitfalls of generative AI for education.
Wang, N., Wang, X., & Su, Y. S. (2024). Critical analysis of the technological affordances, challenges and future directions of Generative AI in education: a systematic review. Asia Pacific Journal of Education, 44(1), 139-155.
Braun, Virginia; Clarke, Victoria. (2006) Using thematic analysis in psychology. Qualitative research in psychology, v. 3, n. 2, p. 77-101.
Dalgarno, Barney; Lee, Mark JW. (2010) What are the learning affordances of 3‐D virtual environments? British journal of educational technology, v. 41, n. 1, p. 10-32.
Dwivedi, Yogesh K. et al. (2023) “So, what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, v. 71, p. 102642.
Gibson, James J. (1977) The theory of affordance. Hilldale, USA, v. 1, n. 2, p. 67-82.
Hammond, Michael. (2010) What is an affordance, and can it help us understand the use of ICT in education? Education and Information Technologies, v. 15, p. 205-217.
Klein, Heinz K.; Myers, Michael D. (1999) A set of principles for conducting and evaluating interpretive field studies in information systems. MIS quarterly, p. 67-93.
Mhlanga, D. (2023). Open AI in education, the responsible and ethical use of ChatGPT towards lifelong learning. In FinTech and artificial intelligence for sustainable development: The role of smart technologies in achieving development goals (pp. 387-409). Cham: Springer Nature Switzerland.
Qadir, J. (2022). Engineering education in the era of ChatGPT: Promise and pitfalls of generative AI for education.
Wang, N., Wang, X., & Su, Y. S. (2024). Critical analysis of the technological affordances, challenges and future directions of Generative AI in education: a systematic review. Asia Pacific Journal of Education, 44(1), 139-155.
Publicado
27/11/2024
Como Citar
CAVALCANTI, Wania; TAVARES, Elaine.
Explorando Affordances do ChatGPT no Ensino Superior Brasileiro. In: CONFERÊNCIA LATINO-AMERICANA DE ÉTICA EM INTELIGÊNCIA ARTIFICIAL, 1. , 2024, Niteroi.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 37-40.
DOI: https://doi.org/10.5753/laai-ethics.2024.32446.
