Mind Education & Neural Studies

Abstract

Education in the Artificial Era: A Quest for Immersion and Agency in Digital Learning Environments

Francesco Boemio, Università di Napoli Federico II, fr.boemio@studenti.unina.it

Christian Heinz D’Angelo, Università di Napoli Federico II, chri.dangelo@studenti.unina.it

The article embarks on a two-fold exploration of digital learning environments, focusing on immersion and agency as key concepts in modern game-based learning. The first chapter examines the evolution of pedagogical approaches and recent advancements in bioeducational sciences, highlighting the features and benefits of digital learning environments and reassessing the educational potential of videogames. The second chapter delves into the concept of immersion analysing its philosophical implications and applying it to a specific 2004 case study, which provides deeper insights into the agency of artificial entities and the planning strategies of A.I. systems. The authors aim to offer a comprehensive overview of Edugames, combining critical perspectives from various scholars with an analysis of the mechanics and features of digital learning environments. Particular attention is given to the concept of technology-mediated illusion, contributing to a nuanced understanding of its role in educational contexts.

Immersion, edugames, empathy, technology-mediated illusion, functional autonomy.

Impact of artificial intelligence on learning motivation and the role of teachers in mediating change at school

Carla De Luca Università degli Studi di Napoli Suor Orsola Benincasa carla.deluca1@studenti.unisob.na.it

AI is not a technology that was born a few years ago, but a technology whose name was coined as early as 1955 by the American mathematician and scientist John McCarthy. In recent years, it has spread further to become what we know today, beginning to transform the way we learn even without our full awareness of it. In this article, we will try to understand what impact it can have on students' motivation to learn and the various implications related to it. Ultimately, we will try to understand the role of teachers in this new scenario in which there is the possibility of using a tool that supports both students and teachers, always bearing in mind the ethical and privacy issues that are still open.

KEYWORDS: I.A., Motivation, Learn, School.

Human adaptation conditioned by error as a form of learning. Limits and conditions of use of A.I.

Salvatore Esposito Università degli studi di Napoli – Federico II salvatore.esposito73@studenti.unina.it

This article deals with the subject of error as a form of learning, starting with the epistemology of the word error and ending with its effectiveness for the evolution of the individual and artificial intelligence. This analysis aims to observe the misuse of artificial intelligence in the pedagogical field.

Error, Pedagogy, A.I., Knowledge, Education.

Ethics and Phenomenology of the videogame

Flavio Forgione Università di Napoli Federico II flavioforgione92@gmail.com

Abstract: The video game represents a cultural and technological phenomenon of growing importance which, even today, remains in an uncomfortable state of conceptual limbo due to inexplicable prejudices. This article examines the phenomenological and ethical dimensions of video games and highlights how they can provide engaging experiences that stimulate critical thinking, empathy and creativity. Through a brief analysis of its main multimedia and interactive characteristics, it aims to rethink video games as an artistic and pedagogical tool to integrate them into educational contexts, thus promoting learning, collaboration and moral reflection. The objective is to contribute to the development of an informed debate aimed at strengthening the potential of this medium in the educational and social fields.

Videogame, Education, Pedagogy, Ethics, Phenomenology

Educational benefits of the critical use of ChatGPT

Marco Prezioso Università di Napoli Federico II marcoprezioso225@mail.com

ChatGPT has divided the public since its release, raising hopes and fears. Even the world of education on the one hand sees a new tool at the disposal of teachers and learners, and on the other fears that it may be misused for homework or research. At the same time, the new large language models are affected by significant criticalities: predictive writing, hallucinations, bias. By analysing the functioning of these systems and these problems, it is possible to develop a critical approach to the OpenAI chatbot and to use it consciously while retaining the advantages and limiting the negative elements.

AI, ChatGPT, LLM, School, University

Thinking of generative AI through Roland Barthes’s «Death of the Author» and intertextuality

Marco Prezioso Università di Napoli Federico II marcoprezioso225@mail.com

The notions of the Death of the Author and the Tissue of Quotations radically change the approach towards the work of art. The idea that the Text is the remixing of previously stated utterances, of which the author is merely the eternal copyist, helps us to reflect on the status of generative AI. This one give rise to new results based entirely on the data with which it has been trained. The sphere of intertextuality, where each text refers to another, also involves these AIs in the same way: by taking data from the network and allowing the creation of enormous masses of data, they end up training on the outputs of other AIs. The figure of the human author ends up being distinguished from generative AI by a founding characteristic of the human: agency.

Generative AI, Death of the Author, ChatGPT, Intertextuality, TTI.

A.I. a new perspective for education. Rethinking schooling through Artificial Intelligence

Giuseppe Torromacco Università di Napoli Federico II torromacco.giuseppe97@gmail.com

In the following article, it is proposed to analyse how Artificial Intelligence works and how it can be optimised and instrumentalised for educational-scholastic purposes. Mainly, reference will be made to the Artificial Intelligence produced in California in 2022 by OpenAi, ChatGPT 3.5 or 4.0. A chatbot capable - through strict programming and a self-learning process - of ‘learning’ the structure and ‘meaning’ of natural language and generating coherent and contextually appropriate text in response to user input.

By analysing the research data provided by the universities of MIT, Oxford, Cambridge and Stanford, it can be seen that the approach of universities and lecturers towards A.I. is mainly influenced by the lack of preparation. Given this, the aim is to determine what Artificial Intelligence means so that we can fully understand its potential use in the educational field.

AIED (Artificial Intelligence in Education); Education Innovation; Learning Innovation Systems.