The role of AI chatbots in scaffolding: Linking learning outcomes with assessment
DOI:
https://doi.org/10.7146/lt.v9i14.141213Resumé
Emerging discussions highlight the role of chatbots in education, which centres around fundamental perspectives concerning technology as either beneficial or an unnecessary disruption to the learning and assessment processes. However, it is crucial to recognise that no technology can be deemed value-neutral, and technological euphoria often blinds us to the unintended consequences of its use. Hence, there is a need for a practical understanding informed by value-based perspectives to comprehend how the encoded experiences created by ChatGPT transform the teaching of students. This article makes a significant contribution to the field of educational research, as only limited attention has been given to higher education students’ reflections on the pedagogical use of artificial intelligence (AI) chatbots for learning and assessment. The article discusses, through empirical findings, the constructive alignment between learning objectives and assessment when employing AI chatbots. The data collection process revolves around students’ reflective experiences while utilising the potential of ChatGPT, which are subsequently analysed through focused group interviews. The paper, informed by these observational data, presents a conceptual framework for teachers to employ and assess ChatGPT as a means to scaffold learning among students.
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