{"title":"Creative Use of OpenAI in Education: Case Studies from Game Development","authors":"Fiona French, David Levi, Csaba Maczo, Aiste Simonaityte, Stefanos Triantafyllidis, Gergo Varda","doi":"10.3390/mti7080081","DOIUrl":null,"url":null,"abstract":"Educators and students have shown significant interest in the potential for generative artificial intelligence (AI) technologies to support student learning outcomes, for example, by offering personalized experiences, 24 h conversational assistance, text editing and help with problem-solving. We review contemporary perspectives on the value of AI as a tool in an educational context and describe our recent research with undergraduate students, discussing why and how we integrated OpenAI tools ChatGPT and Dall-E into the curriculum during the 2022–2023 academic year. A small cohort of games programming students in the School of Computing and Digital Media at London Metropolitan University was given a research and development assignment that explicitly required them to engage with OpenAI. They were tasked with evaluating OpenAI tools in the context of game development, demonstrating a working solution and reporting on their findings. We present five case studies that showcase some of the outputs from the students and we discuss their work. This mode of assessment was both productive and popular, mapping to students’ interests and helping to refine their skills in programming, problem-solving, critical reflection and exploratory design.","PeriodicalId":52297,"journal":{"name":"Multimodal Technologies and Interaction","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Multimodal Technologies and Interaction","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3390/mti7080081","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"COMPUTER SCIENCE, ARTIFICIAL INTELLIGENCE","Score":null,"Total":0}
引用次数: 1
Abstract
Educators and students have shown significant interest in the potential for generative artificial intelligence (AI) technologies to support student learning outcomes, for example, by offering personalized experiences, 24 h conversational assistance, text editing and help with problem-solving. We review contemporary perspectives on the value of AI as a tool in an educational context and describe our recent research with undergraduate students, discussing why and how we integrated OpenAI tools ChatGPT and Dall-E into the curriculum during the 2022–2023 academic year. A small cohort of games programming students in the School of Computing and Digital Media at London Metropolitan University was given a research and development assignment that explicitly required them to engage with OpenAI. They were tasked with evaluating OpenAI tools in the context of game development, demonstrating a working solution and reporting on their findings. We present five case studies that showcase some of the outputs from the students and we discuss their work. This mode of assessment was both productive and popular, mapping to students’ interests and helping to refine their skills in programming, problem-solving, critical reflection and exploratory design.
教育工作者和学生对生成式人工智能(AI)技术支持学生学习成果的潜力表现出极大的兴趣,例如,通过提供个性化体验、24小时对话辅助、文本编辑和解决问题的帮助。我们回顾了人工智能在教育背景下作为一种工具的价值的当代观点,并描述了我们最近对本科生的研究,讨论了我们为什么以及如何在2022-2023学年将OpenAI工具ChatGPT和Dall-E整合到课程中。伦敦城市大学(London Metropolitan University)计算与数字媒体学院(School of Computing and Digital Media)的一小群游戏编程学生接到了一项研究和开发任务,明确要求他们使用OpenAI。他们的任务是在游戏开发的背景下评估OpenAI工具,展示一个可行的解决方案,并报告他们的发现。我们提出了五个案例研究,展示了学生的一些成果,并讨论了他们的工作。这种评估模式既富有成效又受欢迎,它切合学生的兴趣,有助于提高他们在编程、解决问题、批判性反思和探索性设计方面的技能。