ChatGPT: a force for good? Using the I.D.E.As framework to ’develop and empower’ students

Abstract

Generative artificial intelligence (GenAI) tools (for example, ChatGPT) are a specific application of artificial intelligence which generate novel content in response to questions or instructions. Their use in education has generated diverse responses. Critics express concerns that they might discourage students from engaging in independent analysis, evaluation and problem-solving, and hinder the development of critical thinking skills (Farrokhnia et al., 2023). Another concern is the potential effect on the development of meaningful student-teacher and peer-to-peer interactions, important in fostering student belonging, and developing communication and social-emotional skills.

Conversely, supporters see these tools as valuable resources providing instant access to tailored information, facilitating personalised learning experiences and promoting student engagement. They argue that rather than undermining higher-order skills like critical thinking and evaluative judgment, GenAI tools can enhance their development. Some propose they may even help address the ‘awarding gap’ (Fido and Wallace, 2023), with students using such tools as a ‘dialogic tutor’, to personalise learning and so develop their knowledge and understanding (Compton, 2023a).

The presentation introduced the ‘I.D.E.As framework’ (Hack, 2023), a resource developed to help structure thinking and curate ideas regarding using GenAI tools in learning and teaching. The session explored ways in which GenAI tools may be used as a ‘force for good’, to enhance the student learning experience and support their individual learning development. Resources to ‘develop and empower’ students as independent learners were shared, providing an opportunity for attendees to reflect on how/whether they might be incorporated into their own learning and teaching contexts.