Skrivning, læsning, tekst og refleksiv tænkning med generativ AI på humanistiske videregående uddannelser
DOI:
https://doi.org/10.7146/lom.v17i31.153309Abstract
The article examines four key themes in research on AI chatbots as learning and teaching assistants in higher education, with a particular focus on the humanities. The authors critique the computer science-oriented AIED literature for often being based on a cognitivist and individualistic conception of learning in which AI chatbots are seen as tools for personalizing education and optimizing learning processes. The article argues that this research neglects the importance of social and situated learning processes, the teacher's role as a knowledgeable companion, and the relationship between text and understanding. Drawing on an anthropological and practice-oriented approach, the article reveals that students' use of generative AI raises fundamental questions about the purpose of education and the reflective thought necessary for deep learning. The article is based on ethnographic studies of graduate students' use of AI chatbots in their academic practices. The authors conclude that while AI chatbots can be helpful, they also pose risks of reducing reading and writing to superficial information processing, potentially undermining the core values of humanities education.Downloads
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Copyright (c) 2025 Maja Hojer Bruun, Jakob Krause-Jensen, Cathrine Hasse
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