Emotions in Digital Learning: Assessing the Emotional and Pedagogical Impact of Historical Simulations through ChatGPT in University Classrooms
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Pablo Rosser [1] ; Seila Soler [2]
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[1] Universidad Internacional de La Rioja
Universidad Internacional de La Rioja
Logroño, España
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[2] Universidad Internacional Isabel I de Castilla
Universidad Internacional Isabel I de Castilla
Burgos, España
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- Localización: Artificial Intelligence and Education: Enhancing Human Capabilities, Protecting Rights, and Fostering Effective Collaboration between Humans and Machines in Life, Learning, and Work / coord. por María Dolores Díaz Noguera, Carlos Hervás-Gómez, Fulgencio Sánchez Vera, 2024, ISBN 9788410282452, págs. 175-187
- Idioma: inglés
- Enlaces
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Resumen
This work investigates how historical simulations integrated with artificial intelligence affect university students’ emotional responses. With the increasing adoption of digital technologies in education, particularly post-COVID-19, this study utilizes a quasi-experimental design and the Positive and Negative Affect Schedule (PANAS) to measure specific emotions during simulations. The results reveal significant variations in students’ emotions, highlighting calm and empathy as predominant responses, although anxiety and distress are reported in different simulation phases. Implementing ChatGPT showed a significant impact on pedagogical interest and the perception of AI in education, suggesting that these technologies can be valuable tools to enrich students’ educational and emotional experiences. The study advocates for a thoughtful and ethical integration of AI in teaching, emphasizing the need for teacher training modules that prepare educators for an effective and conscious use of emerging technologies.
