FAUXperience Framework - Designing For Critical Conscious AI Use In Higher Education
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Typ
Examensarbete för masterexamen
Master's Thesis
Master's Thesis
Program
Interaction design and technologies (MPIDE), MSc
Publicerad
2024
Författare
DE SOUSA NUNES, JOSÉ BENER
Modellbyggare
Tidskriftstitel
ISSN
Volymtitel
Utgivare
Sammanfattning
requires the development of clear principles for its ethical and responsible use. Despite
numerous potential benefits, such as personalized learning and task optimization, this
technology poses ethical concerns regarding biases, misinformation, and the difficulty
of differentiating human-created texts from AI-generated content. To address these concerns,
we created the "FAUXperience Framework" to offer guidelines for the ethical use
of AI in education by fostering a critical consciousness about this technology’s potential
benefits and risks. The framework results from user research with stakeholders such as
teachers, students, and other interested parties. The study focused on collecting qualitative
and quantitative data on how stakeholders experience using generative AI tools
in their academic activities and how universities handle the issues related to the misuse
of AI. The term "FAUXperience" combines "faux," which refers to artificiality, and
"experience," to indicate the use of AI to artificially enhance the educational process
in addition to traditional teaching methods. By fostering critical consciousness about
AI, the framework aims to promote the benefits of learning associated with AI while
drawing stakeholders’ attention to its impact on education. In conclusion, the "FAUXperience
Framework" encourages teachers and students to be critically conscious actors in
AI-powered education.
Beskrivning
Ämne/nyckelord
AI , artificial intelligence , FAUXperience Framework , education , critical consciousness , large language models , ChatGPT , critically conscious , ethics