ChatGPT: Forstyrrelse eller forandring?
Generativ kunstig intelligens’ rolle i kollaborativ videnskonstruktion
DOI:
https://doi.org/10.7146/lom.v17i31.148825Nøgleord:
CSCL, Eksplorative samtaler, GenAI, Universitetspædagogik, Kollaborativ læringResumé
Inden for uddannelsesområdet er der stigende interesse for at bruge generativ kunstig intelligens (GenAI) i undervisningen. Dette eksplorative casestudie fokuserer på, om GenAI kan understøtte videnskonstruktion og kollaborativ læring i videregående uddannelser. Gennem analyser af kvalitative data, herunder interaktioner, fokusgruppeinterviews, skriftlige opgaver og logfiler fra ChatGPT, undersøges det, om GenAI-værktøjer kan skabe dialog og styrke samarbejdet mellem studerende i arbejdet med kursuslitteratur. Med afsæt i Computer-Supported Collaborative Learning (CSCL) samt vores empiriske data argumenterer vi for, at meningsfuldt engagement med GenAI kan stimulere de studerendes videnskonstruktion. Dette sker særligt igennem eksplorative samtaler i arbejdet med og omkring ChatGPT. Resultaterne tyder på, at GenAI-værktøjer og en klar opgavestruktur kan understøtte de studerendes indbyrdes dialoger, hvilket potentielt kan føre til øget videnskonstruktion.
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Copyright (c) 2025 Camilla Finsterbach Kaup, Anders Kalsgaard Møller , Kristine Bundgaard , Anders Melbye Boelt
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