Um Relato de Experiência de aplicação de Engenharia de Prompt no Ensino Superior em STEM
Resumo
A Inteligência Artificial Generativa (IAG) incursionou na vida das pessoas, inclusive na educação, surgindo a necessidade de verificar as melhores formas de interação. O prompt (entrada) é relevante na interação com as IAG para a obtenção da informação desejada (saída). A interação dos estudantes com a IAG, através dos prompts, é parte crucial na efetiva utilização desta tecnologia como ferramenta de aprendizagem. Através de um experimento em uma disciplina de Engenharia, foram identificados importantes insights sobre a relevância do prompt e da dinâmica com que os estudantes interagem com as IAG, particularmente com o ChatGPT, além de como a IAG pode ajudar no desenvolvimento do senso crítico dos alunos.
Palavras-chave:
Inteligência Artificial Generativa, STEM, Engenhria de Prompt, ChatGPT
Referências
Araújo, J. N. F. L., LIma, R. W. and Morais, C. G. B. (2023). O uso do ChatGPT como Ferramenta de Apoio ao Ensino: um Estudo de Caso na Disciplina de Sistemas Operacionais. Nuevas Ideas en Informática Educativa. v. 17, p. 319–324.
Bozkurt, A. and Sharma, R. C. (2023). Generative AI and Prompt Engineering: The Art of Whispering to Let the Genie Out of the Algorithmic World.
Bozkurt, A., Xiao, J., Lambert, S., et al. (2023). Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape.
Bsharat, S. M., Myrzakhan, A. and Shen, Z. (2024). Principled Instructions Are All You Need for Questioning LLaMA-1/2, GPT-3.5/4.. arXiv. [link], accessed on Apr 9.
Google (2024). Tips to write prompts for Gemini - Google Workspace Learning Center. [link], accessed on Apr 8.
Holmes, W., Bialik, M. and Fadel, C. (2023). Artificial intelligence in education. In: Stückelberger, C.; Duggal, P. Eds. Data ethics : building trust : how digital technologies can serve humanity. Globethics Publications. p. 621–653.
Korzynski, P., Mazurek, G., Krzypkowska, P. and Kurasinski, A. (2023). Artificial intelligence prompt engineering as a new digital competence: Analysis of generative AI technologies such as ChatGPT. Entrepreneurial Business and Economics Review, v. 11, n. 3, p. 25–37.
Leiter, C., Zhang, R., Chen, Y., et al. (2023). ChatGPT: A Meta-Analysis after 2.5 Months. [link], accessed on Apr 15.
Madaan, A., Tandon, N., Clark, P. and Yang, Y. (2023). Memory-assisted prompt editing to improve GPT-3 after deployment.. arXiv. [link], accessed on Apr 8.
Marr, B. (2023). A Short History Of ChatGPT: How We Got To Where We Are Today. [link], accessed on Apr 7.
Microsoft (2024). Learn about Copilot prompts - Microsoft Support. [link], accessed on Apr 8.
OpenAI (2024). Prompt Engineering - ChatGPT. [link], accessed on Apr 8.
Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems, v. 3, p. 121–154.
Vasconcelos, M. A. R. and Santos, R. P. Dos (2023). Enhancing STEM Learning with ChatGPT and Bing Chat as Objects to Think With: A Case Study. Eurasia Journal of Mathematics, Science and Technology Education, v. 19, n. 7, p. em2296.
White, J., Fu, Q., Hays, S., et al. (2023). A Prompt Pattern Catalog to Enhance Prompt Engineering with ChatGPT.. arXiv. [link], accessed on Apr 8.
Bozkurt, A. and Sharma, R. C. (2023). Generative AI and Prompt Engineering: The Art of Whispering to Let the Genie Out of the Algorithmic World.
Bozkurt, A., Xiao, J., Lambert, S., et al. (2023). Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape.
Bsharat, S. M., Myrzakhan, A. and Shen, Z. (2024). Principled Instructions Are All You Need for Questioning LLaMA-1/2, GPT-3.5/4.. arXiv. [link], accessed on Apr 9.
Google (2024). Tips to write prompts for Gemini - Google Workspace Learning Center. [link], accessed on Apr 8.
Holmes, W., Bialik, M. and Fadel, C. (2023). Artificial intelligence in education. In: Stückelberger, C.; Duggal, P. Eds. Data ethics : building trust : how digital technologies can serve humanity. Globethics Publications. p. 621–653.
Korzynski, P., Mazurek, G., Krzypkowska, P. and Kurasinski, A. (2023). Artificial intelligence prompt engineering as a new digital competence: Analysis of generative AI technologies such as ChatGPT. Entrepreneurial Business and Economics Review, v. 11, n. 3, p. 25–37.
Leiter, C., Zhang, R., Chen, Y., et al. (2023). ChatGPT: A Meta-Analysis after 2.5 Months. [link], accessed on Apr 15.
Madaan, A., Tandon, N., Clark, P. and Yang, Y. (2023). Memory-assisted prompt editing to improve GPT-3 after deployment.. arXiv. [link], accessed on Apr 8.
Marr, B. (2023). A Short History Of ChatGPT: How We Got To Where We Are Today. [link], accessed on Apr 7.
Microsoft (2024). Learn about Copilot prompts - Microsoft Support. [link], accessed on Apr 8.
OpenAI (2024). Prompt Engineering - ChatGPT. [link], accessed on Apr 8.
Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems, v. 3, p. 121–154.
Vasconcelos, M. A. R. and Santos, R. P. Dos (2023). Enhancing STEM Learning with ChatGPT and Bing Chat as Objects to Think With: A Case Study. Eurasia Journal of Mathematics, Science and Technology Education, v. 19, n. 7, p. em2296.
White, J., Fu, Q., Hays, S., et al. (2023). A Prompt Pattern Catalog to Enhance Prompt Engineering with ChatGPT.. arXiv. [link], accessed on Apr 8.
Publicado
04/11/2024
Como Citar
CASTILHO, Gustavo Uruguay; RODRIGUEZ, Carla Lopes; HERRERA, Victoria Alejandra Salazar.
Um Relato de Experiência de aplicação de Engenharia de Prompt no Ensino Superior em STEM. In: WORKSHOP EM ESTRATÉGIAS TRANSFORMADORAS E INOVAÇÃO NA EDUCAÇÃO (WETIE), 2. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 69-78.
DOI: https://doi.org/10.5753/wetie.2024.245347.
