Inspiring and/or scary?
Emotional tensions in student responses to formative feedback from chatbots at a master’s level course in counseling
DOI:
https://doi.org/10.7146/lom.v18i31.149114Nøgleord:
GAI, formativ feedback, læring, vejlederudannelse, højere uddannelseResumé
Dette studie bidrager til aktuel forskning om generativ kunstig intelligens (GAI) og feedback på videregående uddannelser ved at undersøge, hvordan kandidatstuderende på et undervisningsforløb om vejledning forholder sig til chatbots som en 'relevant other' (Carless & Young, 2024) i formative feedbackprocesser. Med afsæt i Bakhtins (1981) dialogforståelse og et longitudinalt mixed-method studie viser vi tre forskellige måder, studerende reagerer på chatbot-stemmer: en positiv, en skeptisk og en 'ramt' respons. Vores analytiske fund viser de studerendes emotionelle ambivalens samt spændinger mellem tillid/mistro og accept/afvisning af chatbot-stemmer. Disse spændinger afføder forskellige forståelser af, hvad det betyder at være kritisk i en akademisk kontekst, samt en ambivalens mellem at forvente ”de rigtige svar” fra chatbots og at engagere sig i en dialogisk læringsproces. Vi argumenterer for, at anerkendelsen af disse emotionelle spændinger er afgørende for at realisere GAIs læringspotentiale (Maurya & DeDiego, 2023) i både akademisk arbejde og fremtidig vejledningspraksis.
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