Investigando as percepções de estudantes e professores do ensino médio e técnico sobre o uso do ChatGPT em suas atividades escolares
Resumo
A Inteligência Artificial (IA) é uma área cada vez mais relevante em vários setores, incluindo a educação, oferecendo benefícios que podem transformar o ensino e a aprendizagem. Uma das ferramentas de IA mais utilizadas é o ChatGPT, que tem despertado grande interesse. Antes de adotar o ChatGPT nas atividades escolares, é importante entender como estudantes e professores percebem e utilizam essa tecnologia. Este artigo investiga o uso e a percepção de estudantes e professores do ensino médio e técnico de um colégio no sul do Brasil em relação ao ChatGPT em atividades escolares. Por meio da coleta e análise de dados empíricos, busca-se compreender a integração dessa tecnologia no ambiente educacional, promovendo a melhoria da qualidade do aprendizado e preparando os alunos para os desafios do mundo atual.
Palavras-chave:
Inteligência Artificial Generativa, ChatGPT, Ensino médio e técnico
Referências
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Alam, A. (2021) “Possibilities and Apprehensions in the Landscape of Artificial Intelligence in Education”. International Conference on Computational Intelligence and Computing Applications (ICCICA), Nagpur, India, 2021, pp. 1-8, DOI: 10.1109/ICCICA52458.2021.9697272.
Alexander, B., Ashford-Rowe, K., Barajas-Murph, N., Dobbin, G., Knott, J., McCormack, M., Pomerantz, J., Seilhamer, R. and Weber, N. (2019). Horizon Report 2019 Higher Education Edition. EDU19.
Alneyadi, S., and Wardat, Y. (2023) “ChatGPT: Revolutionizing student achievement in the electronic magnetism unit for eleventh-grade students in Emirates schools”. Contemporary Educational Technology, 15(4), ep448. DOI: 10.30935/cedtech/13417.
Bengesi, S. et al. (2024) “Advancements in Generative AI: A Comprehensive Review of GANs, GPT, Autoencoders, Diffusion Model, and Transformers”. IEEE Access, [s. l.], v. 12, p. 69812–69837, DOI: 10.1109/ACCESS.2024.3397775.
Bekiaridis, G. (2024) “Supplement to the DigCompEDU Framework: outlining the skills and competences of educators related to AI in education”. AI Pioneers. [link]
Chaudhry, M. A. and Kazim, E. (2022). “Artificial Intelligence in Education (AIEd): a high-level academic and industry note 2021”. AI and Ethics, v. 2, n. 1, p. 157–165. DOI: 10.1007/s43681-021-00074-z.
Chen, X., Zou, D., Xie, H., Cheng, G., and Liu, C. (2022) “Two decades of artificial intelligence in education”. Educational Technology & Society, 25(1), 28-47.
Deng, J., and Lin, Y. (2023). “The Benefits and Challenges of ChatGPT: An Overview”. Frontiers in Computing and Intelligent Systems, 2(2), 81-83. DOI: 10.54097/fcis.v2i2.4465
Forman, N., Udvaros, J. and Avornicului, M. S. (2023) “ChatGPT: A new study tool shaping the future for high school students”. International Journal of Advanced Natural Sciences and Engineering Researches, v. 7, n. 4, p. 95–102.
Floridi, L. and Chiriatti, M. (2020) “GPT-3: Its Nature, Scope, Limits, and Consequences”. Minds & Machines 30, 681–694. DOI: 10.1007/s11023-020-09548-1.
Kasneci, E., Sessler, K., Küchemann, S., et al. (2023). “ChatGPT for good? On opportunities and challenges of large language models for education”. Learning and Individual Differences, v. 103, p. 102274. DOI: 10.1016/j.lindif.2023.102274.
Lamattina, Alexandre de Araújo. (2023) Educação 4.0: transformando o ensino na era digital. Formiga, MG: Editora Union.
Mogavi, R. H., Deng, C., Kim, J. J., Zhou, P., Kwon, Y. D., Metwally, A. H. S., Tlili, A., Bassanelli, S., Bucchiarone, A., Gujar, S., Nacke, L. E., and Hui, P. (2023) “Exploring User Perspectives on ChatGPT: Applications, Perceptions, and Implications for AI-Integrated Education”, DOI: 10.48550/ARXIV.2305.13114.
OpenAI Team. (2022) ChatGPT. OpenAI. [link].
Russell, Stuart J. and Norvig, Peter. (2013) “Inteligência artificial”, Rio de Janeiro: Elsevier, 988 p. ISBN 9788535237016.
Silvestre, A., Amaral, E., Holanda, M., and Canedo, E. (2023) “Students’ perception about ChatGPT’s impact on their Academic Education”. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, (pp. 1260-1270). Porto Alegre: SBC. DOI: 10.5753/sbie.2023.234602.
Susnjak, T. (2022) “ChatGPT: The End of Online Exam Integrity?” DOI: 10.48550/arXiv.2212.09292.
Taecharungroj, Viriya (2023) “What Can ChatGPT Do?” Analyzing Early Reactions to the Innovative AI Chatbot on Twitter
Van Dis, E. A., Bollen, J., Zuidema, W., van Rooij, R., and Bockting, C. L. (2023) “ChatGPT: five priorities for research”. Nature, 614(7947):224–226.
Vicari, R., Brackmann, C., Mizusaki, L., Lopes, D., Barone, D., and Castro, H. (2022) “Referencial Curricular: Inteligência Artificial no Ensino Médio”. ISBN 978-65-00-58427-1, DOI: 10.13140/10.13140/RG.2.2.23179.98089, [link].
Alam, A. (2021) “Possibilities and Apprehensions in the Landscape of Artificial Intelligence in Education”. International Conference on Computational Intelligence and Computing Applications (ICCICA), Nagpur, India, 2021, pp. 1-8, DOI: 10.1109/ICCICA52458.2021.9697272.
Alexander, B., Ashford-Rowe, K., Barajas-Murph, N., Dobbin, G., Knott, J., McCormack, M., Pomerantz, J., Seilhamer, R. and Weber, N. (2019). Horizon Report 2019 Higher Education Edition. EDU19.
Alneyadi, S., and Wardat, Y. (2023) “ChatGPT: Revolutionizing student achievement in the electronic magnetism unit for eleventh-grade students in Emirates schools”. Contemporary Educational Technology, 15(4), ep448. DOI: 10.30935/cedtech/13417.
Bengesi, S. et al. (2024) “Advancements in Generative AI: A Comprehensive Review of GANs, GPT, Autoencoders, Diffusion Model, and Transformers”. IEEE Access, [s. l.], v. 12, p. 69812–69837, DOI: 10.1109/ACCESS.2024.3397775.
Bekiaridis, G. (2024) “Supplement to the DigCompEDU Framework: outlining the skills and competences of educators related to AI in education”. AI Pioneers. [link]
Chaudhry, M. A. and Kazim, E. (2022). “Artificial Intelligence in Education (AIEd): a high-level academic and industry note 2021”. AI and Ethics, v. 2, n. 1, p. 157–165. DOI: 10.1007/s43681-021-00074-z.
Chen, X., Zou, D., Xie, H., Cheng, G., and Liu, C. (2022) “Two decades of artificial intelligence in education”. Educational Technology & Society, 25(1), 28-47.
Deng, J., and Lin, Y. (2023). “The Benefits and Challenges of ChatGPT: An Overview”. Frontiers in Computing and Intelligent Systems, 2(2), 81-83. DOI: 10.54097/fcis.v2i2.4465
Forman, N., Udvaros, J. and Avornicului, M. S. (2023) “ChatGPT: A new study tool shaping the future for high school students”. International Journal of Advanced Natural Sciences and Engineering Researches, v. 7, n. 4, p. 95–102.
Floridi, L. and Chiriatti, M. (2020) “GPT-3: Its Nature, Scope, Limits, and Consequences”. Minds & Machines 30, 681–694. DOI: 10.1007/s11023-020-09548-1.
Kasneci, E., Sessler, K., Küchemann, S., et al. (2023). “ChatGPT for good? On opportunities and challenges of large language models for education”. Learning and Individual Differences, v. 103, p. 102274. DOI: 10.1016/j.lindif.2023.102274.
Lamattina, Alexandre de Araújo. (2023) Educação 4.0: transformando o ensino na era digital. Formiga, MG: Editora Union.
Mogavi, R. H., Deng, C., Kim, J. J., Zhou, P., Kwon, Y. D., Metwally, A. H. S., Tlili, A., Bassanelli, S., Bucchiarone, A., Gujar, S., Nacke, L. E., and Hui, P. (2023) “Exploring User Perspectives on ChatGPT: Applications, Perceptions, and Implications for AI-Integrated Education”, DOI: 10.48550/ARXIV.2305.13114.
OpenAI Team. (2022) ChatGPT. OpenAI. [link].
Russell, Stuart J. and Norvig, Peter. (2013) “Inteligência artificial”, Rio de Janeiro: Elsevier, 988 p. ISBN 9788535237016.
Silvestre, A., Amaral, E., Holanda, M., and Canedo, E. (2023) “Students’ perception about ChatGPT’s impact on their Academic Education”. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, (pp. 1260-1270). Porto Alegre: SBC. DOI: 10.5753/sbie.2023.234602.
Susnjak, T. (2022) “ChatGPT: The End of Online Exam Integrity?” DOI: 10.48550/arXiv.2212.09292.
Taecharungroj, Viriya (2023) “What Can ChatGPT Do?” Analyzing Early Reactions to the Innovative AI Chatbot on Twitter
Van Dis, E. A., Bollen, J., Zuidema, W., van Rooij, R., and Bockting, C. L. (2023) “ChatGPT: five priorities for research”. Nature, 614(7947):224–226.
Vicari, R., Brackmann, C., Mizusaki, L., Lopes, D., Barone, D., and Castro, H. (2022) “Referencial Curricular: Inteligência Artificial no Ensino Médio”. ISBN 978-65-00-58427-1, DOI: 10.13140/10.13140/RG.2.2.23179.98089, [link].
Publicado
04/11/2024
Como Citar
SILVA, Teresinha Letícia da; VIDOTTO, Kajiana Nuernberg Sartor; TAROUCO, Liane Margarida Rockenbach.
Investigando as percepções de estudantes e professores do ensino médio e técnico sobre o uso do ChatGPT em suas atividades escolares. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 1851-1864.
DOI: https://doi.org/10.5753/sbie.2024.242584.
