ASSISTITO, SUPPORTATO O GENERATO DALL’IA: UNA TASSONOMIA ISPIRATA DALLA CAPTOLOGIA PER L’USO DELL’INTELLIGENZA ARTIFICIALE NELLA DIDATTICA
DOI:
https://doi.org/10.54103/2037-3597/29098Abstract
Circa 25 anni fa, B.J. Fogg ha avviato la ricerca sul tema della tecnologia persuasiva, nota come captologia. La persuasione è considerata un contributo importante alla motivazione, fondamentale per il successo nell’apprendimento. Tuttavia, solo di recente la captologia è stata presa in considerazione nel contesto della didattica. Oggi, i cambiamenti radicali determinati dalla proliferazione dell’IA richiedono una riconsiderazione del ruolo della captologia quando si utilizza l’IA per la didattica. In questo articolo proponiamo una tassonomia dell’uso dell’IA adottando la lente della captologia, illustrando con alcuni casi di studio come alcuni interventi educativi potrebbero essere definiti in termini di captologia. Partendo dalle tre componenti della triade funzionale della captologia, i casi di studio esaminati contribuiscono ad illustrare la tassonomia proposta. In ogni caso di studio illustriamo gli elementi che potrebbero aiutare nell’apprendimento delle lingue straniere. La tassonomia proposta potrebbe essere utilizzata sia a livello descrittivo per classificare gli interventi consentiti dall’IA nei sistemi educativi esistenti, sia a livello prescrittivo per dare forma allo sviluppo di nuove soluzioni tecniche di integrazione dell’IA nella didattica. Il presente contributo fornisce un quadro teorico e linee guida pratiche per la possibile adozione futura dell’IA nell’istruzione.
AI-assisted, AI-supported or AI-generated: A captology-inspired taxonomy for the use of artificial intelligence in education
More than 25 years ago, B.J Fogg founded the research on persuasive technology, or captology for short. Nowadays, it is widely agreed that persuasion is an important part of the motivation to make learning successful. Yet, only recently captology has been considered in the context of education. Today, the radical changes driven by the emergence of GenAI, call for a reconsideration of the role captology plays when considering AI use for education. We propose a taxonomy of AI use through the lens of captology - how a range of learner-facing educational interventions could be mapped in terms of captology, and illustrate this with case studies. Starting with the components of captology’s functional triad, we collocate representative examples that help illustrate the proposed taxonomy. In each case study, we illustrate the elements that could help in foreign language learning. The proposed taxonomy could be used both descriptively to classify the AI-enabled interventions in existing educational systems, and prescriptively to shape the development of new technical features. This contribution shapes both a theoretical framework, and practical guidelines towards possible future adoption of AI in education.
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