Affiliation:
1. Faculty of Education, Simon Fraser University, Burnaby, BC V5A 1S6, Canada
2. Faculty of Education, Mount Saint Vincent University, Halifax, NS B3M 2J6, Canada
3. Faculty of Psychology, Kwantlen Polytechnic University, Surrey, BC V3W 2M8, Canada
Abstract
The invention of ChatGPT and generative AI technologies presents educators with significant challenges, as concerns arise regarding students potentially exploiting these tools unethically, misrepresenting their work, or gaining academic merits without active participation in the learning process. To effectively navigate this shift, it is crucial to embrace AI as a contemporary educational trend and establish pedagogical principles for properly utilizing emerging technologies like ChatGPT to promote self-regulation. Rather than suppressing AI-driven tools, educators should foster collaborations among stakeholders, including educators, instructional designers, AI researchers, and developers. This paper proposes three key pedagogical principles for integrating AI chatbots in classrooms, informed by Zimmerman’s Self-Regulated Learning (SRL) framework and Judgment of Learning (JOL). We argue that the current conceptualization of AI chatbots in education is inadequate, so we advocate for the incorporation of goal setting (prompting), self-assessment and feedback, and personalization as three essential educational principles. First, we propose that teaching prompting is important for developing students’ SRL. Second, configuring reverse prompting in the AI chatbot’s capability will help to guide students’ SRL and monitoring for understanding. Third, developing a data-driven mechanism that enables an AI chatbot to provide learning analytics helps learners to reflect on learning and develop SRL strategies. By bringing in Zimmerman’s SRL framework with JOL, we aim to provide educators with guidelines for implementing AI in teaching and learning contexts, with a focus on promoting students’ self-regulation in higher education through AI-assisted pedagogy and instructional design.
Funder
Social Sciences and Humanities Research Council of Canada
Subject
Management, Monitoring, Policy and Law,Renewable Energy, Sustainability and the Environment,Geography, Planning and Development,Building and Construction
Cited by
2 articles.
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