FICHA TÉCNICA
Fecha de publicación:
06/11/2024
Doi del capítulo:
Título del libro: Artificial Intelligence and Education
URL del libro:
ISBN del libro: 9788410282452
DOI del libro:
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
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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