AI Integration
Asynchronous Session
Integrating Artificial Intelligence-mediated Project-based Learning: Innovative Solutions to Improve Student Learning
Paper Presentation in a Themed Session
Dr. Ahmed Hashash
Various constraints of the learning environment can cause a difficulty for students to learn in depth and understand its significance in real-world practice. Therefore, educational involvements, including artificial intelligence (AI)-enabled technology methods and project-based learning (PjBL) that foster students’ self-directed learning skills and engagement and encourage their flexible learning, are needed. The overall goal of our study/project is to promote student success by providing an opportunity to students to develop more self-directed, active, and deep learning skills using innovative integrated AI-mediated project-based learning. Our promising data and expectations indicate that this integration can improve student critical-thinking and engagement and arouse students’ self-directed, active, and deep learning skills. This study/project will help with facing various important education and learning challenges in small/large classes, and lead to enhance student success. It can have important implications for students, instructors, and curriculum designers in higher education, and help to face various challenges of science education and learning.
Exploring Future Dystopias as Tools for Social Awareness in the Context of Art, Creativity, and Inclusive Culture
Paper Presentation in a Themed Session
Paula Gil Ruiz,
Victoria Martínez Verez
In this paper, we consider an academic research project conducted with undergraduate students in plastic and visual expression courses, using the dystopian genre as an educational tool to analyze contemporary issues from an inclusive perspective. This methodology focused on creating dystopian narratives that delve into the causes and impacts of current problems, highlighting those affecting vulnerable groups and promoting inclusion and diversity in the creative process. The students wrote brief texts describing future societies where a current problem is amplified to dystopian proportions. This exercise fostered creativity and allowed students to apply their theoretical understanding to hypothetical scenarios, critically reflecting on contemporary social and political trends with an inclusive focus. The narratives detailed significant changes in society and the environment, and how these affect daily life, especially for marginalized groups. Additionally, the students identified and developed elements of social criticism in their stories, articulating how their dystopias critique the inequalities and exclusions of the current world. They then condensed their stories into clear and concise synopses, which served as the basis for the next phase of the project. With the support of artificial intelligence, these texts were transformed into visual images and animations, exploring new forms of inclusive expression. This multidisciplinary approach enriched the students' educational experience, resulting in a final cinematic product that visually encapsulates the concerns and critiques expressed in their dystopian narratives, promoting dialogue on how to build a more inclusive culture through art and creativity.
