LIBRO COMPLETO: Artificial Intelligence and Education
CAPÍTULO 13

FICHA TÉCNICA

Fecha de publicación​:
06/11/2024

Doi​ del capítulo:

https://doi.org/10.36006/09643-1-13

Título del libro: Artificial Intelligence and Education

URL del libro:

https://octaedro.com/libro/artificial-intelligence-and-education/

ISBN del libro: 9788410282452

DOI del libro:

https://doi.org/10.36006/09643-1
Using Artificial Intelligence to Assess the Level of Cognitive Complexity Involved in Didactic Tasks. A case study on Historical Thinking
Enlace de descarga

Abstract

The design of didactic activities is aimed at developing learning objectives at different levels of cognitive complexity. In the field of History teaching, one of the purposes is to develop Historical Thinking, which requires specific tasks. However, several investigations report that many of the activities presented in school textbooks are limited to the use of the lowest cognitive levels, not achieving the intended Historical Thinking of students. Faced with this singularity, it is valid to ask how we can use some tools to validate that the activities fulfill the expectations of cognitive complexity. In this paper, we discuss the use of an AI to evidence whether it can help as a support tool for this task. The results show that the task of assigning the predominant cognitive level is challenging even for highly qualified experts, and that the AI results match at least with expert’s assessment using some of the taxonomies considered, except for one activity. On the other hand, there is a high appreciation by experts of the potential of ChatGPT to both classify and argue its decisions, although there are also some risks to be considered.

Palabras clave

artificial Intelligence, ChatGPT, cognitive complexity, historical thinking

Autores

Mg. Connie Cofré-Morales
Universidad Viña del Mar, Chile
connie.cofre@docente.uvm.cl
https://orcid.org/0009-0000-1442-1218

Eduardo Puraivan
Universidad Viña del Mar, Chile
Universidad de Playa Ancha, Chile
epuraivan@uvm.cl
https://orcid.org/0000-0003-2134-8922

Ing. Karina Huencho-Iturra
Universidad Viña del Mar, Chile
karina.huencho.iturra@alumno.uvm.cl
https://orcid.org/0009-0009-7043-2929

Mg. Macarena Astudillo-Vásquez
Universidad Viña del Mar, Chile
mastudillo@uvm.cl
https://orcid.org/0000-0001-5840-0865

PhD Carlos Hervás-Gómez
Universidad de Sevilla, Spain
hervas@us.es
https://orcid.org/0000-0002-0904-9041

PhD M. Dolores Díaz-Noguera
Universidad de Sevilla, Spain
noguera@us.es
https://orcid.org/0000-0002-0624-4079

Cómo citar

Cofré-Morales, C., Puraivan, E., Huencho-Iturra, K., Astudillo-Vásquez, M., Hervás-Gómez, C., Díaz-Noguera, M. D. (2024). Using Artificial Intelligence to Assess the Level of Cognitive Complexity Involved in Didactic Tasks. A case study on Historical Thinking. In Díaz-Noguera, M. D., Hervás-Gómez, C., Sánchez-Vera, F. (Coords.), Artificial Intelligence and Education (pp. 205-218). Octaedro. https://doi.org/10.36006/09643-1-13

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