2024 №4 / Улучшение интеллектуального благополучия учеников с помощью генеративных инструментов искусственного интеллекта для адаптации текстов для обучения

Улучшение интеллектуального благополучия учеников с помощью генеративных инструментов искусственного интеллекта для адаптации текстов для обучения

Авторы: Дуглас К. Хартман

DOI: 10.62670/2308-7668.2024.50.4.001

Источник: г. Выпуск 50, № 4: от 05 января 2025 г. 

Издатель: ЧУ «Центр педагогического мастерства»

Тип документа: Практическая статья

Аннотация

Генеративный искусственный интеллект (GenAI) предлагает доселе невообразимые возможности для повышения благополучия учеников. Однако его потенциал остаётся нереализованным, особенно с точки зрения развития интеллектуального благополучия, которое представляет собой позитивное самоощущение, возникающее в результате подлинного вовлечения в этические, концептуальные и практические сложности той или иной темы [1]. Как GenAI может помочь учителям обеспечить персонализированную, своевременную и согласованную поддержку интеллектуального благополучия учащихся? В этой статье объясняется и демонстрируется, как учителя могут использовать GenAI для преобразования текстового материала, позволяя учащимся всех уровней подготовки глубоко погружаться в сложные темы и укреплять своё интеллектуальное благополучие.

 

Ключевые слова: генеративный искусственный интеллект, интеллектуальное благополучие, адаптация текста

 

Литература

  1. Alexander, P., & Perch, J-O. (2024). Intellectual wellbeing: The pursuit of freedom in the professional learning of teachers. Professional Development in Education, 1–1 2 . doi:10.1080/19415257.2024.2371852.
  2. Bautista, T.G., Roman, G., Khan, M., Lee, M., Sahbaz, S., Duthely, L.M., Knippenberg, A., Macias-Burgos, M.A., Davidson, A., Scaramutti, C., Gabrilove, J., Pusek, S., Mehta, D., & Bredella, M.A. (2023). What is well-being? A scoping review of the conceptual and operational definitions of occupational well-being. Journal of Clinical and Translational Science, 7(1): e227. doi:https://doi.org/10.1017/cts.2023.648.
  3. Crisp, R. (Winter 2021 Edition). Well-being. In E.N. Zalta (ed.), The Stanford Encyclopedia of Philosophy. Accessed November 2, 2024. [Electronic resource]. – URL:https://plato.stanford.edu/archives/win2021/entries/well-being.
  4. Simons, G., & Baldwin, D.S. (2021). A critical review of the definition of ‘well-being’ for doctors and


their patients in a post Covid-19 era. International Journal of Social Psychiatry, 67(8), 984–991. doi:10.1177/00207640211032259.

  1. Ergas, O., Gilead, T., Eilam, E., Kyza, E.A., Akar, B., Buck, M.F., & Kumar, S. (2022). A curricular framework for flourishing in education. In A.K. Duraiappah, N.M. van Atteveldt, G. Borst, S. Bugden, O. Ergas, T. Gilead, L. Gupta, J. Mercier, K. Pugh, N.C. Singh & E.A. Vickers, (eds.), Reimagining Education: The International Science and Evidence based Assessment (pp. 180–250). New Delhi: UNESCO MGIEP. doi: 10.56383/TJKT9645.
  2. Flook, L., O’Toole, C., Ritter, J., & Schonert-Reichl, K. A. (2022) Human flourishing in schools. In A.K.


Duraiappah, N.M. van Atteveldt, G. Borst, S. Bugden, O. Ergas, T. Gilead, L. Gupta, J. Mercier, K. Pugh, N.C. Singh & E.A. Vickers, (eds.), Reimagining Education: The International Science and Evidence based
Assessment (pp. 252–325). New Delhi: UNESCO MGIEP. doi: 10.56383/FOQI1067.

  1. Nassar, M. (2024). Concept note: Flourishing. Kellogg Institute for International Studies. Keough School of Global Affairs at the University of Notre Dame. Accessed November 2, 2024. [Electronic resource]. – URL: https://kellogg.nd.edu/ihd-research-labflourishing.
  2. Seligman, M.E.P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free


Press. ISBN: –978-1439190760.

  1. Willen, S.S., Williamson, A.F.,Walsh, C.C., Hyman, M., & Tootle, W. (2021). Rethinking flourishing: Critical insights and qualitative perspectives from the U.S. Midwest. SSM-Mental Health, 2.


doi: 10.1016/j.ssmmh.2021.100057.

  1. Chaves, C. (2021). Wellbeing and flourishing. In M.L. Kern & M.L. Wehmeyer (ed.), The Palgrave Handbook of Positive Education (pp. 273–295). Palgrave Macmillan. doi: 10.1007/978-3-030-64537-3_11.
  2. Stoewen, D.L. (2017). Dimensions of wellness: Change your habits, change your life. The Canadian


Veterinary Journal, 58(8), 861-862. Accessed November 16, 2024. [Electronic resource]. –
URL: https://pmc.ncbi.nlm.nih.gov/articles/PMC5508938/.

  1. Kiefer, R.A. (2008). An integrative review of the concept of well-being. Holistic Nursing Practice, 22(5), 244–252. doi: 10.1097/01.HNP.0000334915.16186.b2.
  2. Mitchell, M. (2018). The construction of wellbeing.[Doctoral dissertation, University College


London]. UCL Campus Repository. [Electronic resource]. – URL: https://discovery.ucl.ac.uk/id/
eprint/10064726/.

  1. Bakker, A.B., & Mostert, K. (2024). Study demands–resources theory: Understanding student well-being in higher education. Educational Psychology Review, 36(92), 1–29. doi:10.1007/s10648-024-09940-8.
  2. Liu, W., Huang, R., Wang, J., Chen, Y., Ohashi, T., Li.B., Liu, Y., Qiu, D., Yu, R., Zhang, J., Mahmud, M.A., Leifer, L. (2024). Empathy design thinking: Cultivating creative minds in primary education. Frontiers in Education–STEM Education Section, 9. doi: 10.3389/feduc.2024.1376305.
  3. Yu, J.H. (2023). Learning experience design as collective praxis: Two design cases from higher


education. Journal of Applied Instructional Design, 12(3), 59–82. doi: 10.59668/515.12902.

  1. Bernacki, M.L., Greene, M.J., & Lobczowski, N.G. (2021). A systematic review of research on


personalized learning: Personalized by whom, to what, how, and for what purposes? Educational
Psychology Review, 33, 1675–1715. doi: 10.1007/s10648-021-09615-8.

  1. King, R.B., Yang, Y., Fu, L., & Leung, S.O. (2024). Identifying the top predictors of student wellbeing


across cultures using machine learning and conventional statistics. Scientific Reports, 14(8376), 1-14. doi: 10.1038/s41598-024-55461-3.

  1. Skrzypiec, G., Wyra, M., Topcu-Uzer, C., Sikorska, I., Sandhu, D., Romera, E.M., Olenik-Shemesh, D., Nery, M., Navarro-Rodriguez, D.D., Khlomov, K., Kavuk-Kalender, M., Heiman, T., Guarini, A., Didaskalou, E., Cefai, C., Brighi, A., Bravo-Sanzana, M., Bochaver, A., Bauman, S., Andreou, E., & Amri, U. (2024, July 8). A global study of the wellbeing of adolescent students during the COVID-19 2020 lockdown. School Mental Health. doi: 10.1007/s12310-024-09678-2.
  2. Baikulova, A., Knissarina, M., Syzdykbayeva, A., Taubayeva, G. & Meterbayeva, K. (2024). Evaluating


youth well-being in Western Kazakhstan: A comprehensive analysis of education, health, and civic engagement. Journal of Social Studies Education Research, 15(4), 289–315. Accessed November 2,

  1. [Electronic resource]. – URL: https://jsser.org/index.php/jsser/article/download/5977/703.
  2. Brück, T., Esenaliev, D., Kroeger, A., Kudebayeva, A., Mirkasimov, B., & Steiner, S. (2014). Household


survey data for research on well-being and behavior in Central Asia. Journal of Comparative Economics, 42(3), 819-835. doi: 10.1016/j.jce.2013.02.003.

  1. Programme for International Student Assessment PISA. PISA 2022 results (Volume I and II) – Country Notes: Kazakhstan. Accessed November 6, 2024. [Electronic resource]. – URL: https://


www.oecd.org/en/publications/pisa-2022-resultsvolume-i-and-ii-country-notes_ed6fbcc5-en/kazakhstan_8c403c04-en.html.

  1. Bartolomé, A., Castañeda, L., & Adell, J. (2018). Personalization in educational technology: The


absence of underlying pedagogies. International Journal of Educational Technology in Higher Education, 15(14), 1–17. doi: 10.1186/s41239-018-0095-0.

  1. Obermeier, R., Schlesier, J., Meyer S., & Gläser-Zikuda, M. (2022). Trajectories of scholastic wellbeing: The effect of achievement emotions and instructional quality in the first year of secondary


school (fifth grade). Social Psychology of Education, 25, 1051–1070. doi: 10.1007/s11218-022-09726-2.

  1. Trolian, T.L., Archibald, G.C., & Jach, E.A. (2020). Well-being and student-faculty interactions in higher education. Higher Education Research & Development, 41(2), 562–576. doi:10.1080/07294360.2020.1839023.
  2. Dumont, H., & Ready, D.D. (2023). On the promise of personalized learning for educational equity. Science of Learning, 8(26), 1-6. doi: 10.1038/s41539-023-00174-x.
  3. Phillips, K. (2023). The effects of personalized learning on student achievement. [Doctoral dissertation, Western Kentucky University]. WKU Digital Depository. Accessed November 7, 2024. [Electronic resource]. – URL: https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=1226&context=diss.
  4. Shemshack, A., & Spector, J.M. (2020). A systematic review of personalized learning terms. Smart


Learning Environments, 7(33), 1–20. doi: 10.1186/s40561-020-00140-9.

  1. Zainurrahman, Yusuf, F.N, & Sukyadi, D. (2024). Text readability: Its impact on reading comprehension and reading time. Journal of Education and Learning, 18(4), 1422–1432. doi: 10.11591/edulearn.v18i4.21724.
  2. Mesmer, H. A., & Hiebert, E. H. (2015). Third graders’ reading proficiency reading texts varying in complexity and length: responses of students in an urban, highneeds school. Journal of Literacy Research, 47(4), 473–504. doi: 10.1177/1086296X16631923.
  3. Graves, M.F., Cooke, C.L., & Laberge, M.J. (1983). Effects of previewing difficult short stories on low


ability junior high school students’ comprehension, recall, and attitudes. Reading Research Quarterly,
18(3), 262–276. doi: 10.2307/747388.

  1. Pacheco, M.B., David, S.S., & Jiménez, R.T. (2015). Translating pedagogies: Leveraging students’ heritage languages in the literacy classroom. Middle Grades Research Journal, 10(1), 49–63. ISSN 1937-0814.
  2. Beck, I.L., McKeown, M.G., Sinatra, G.M., & Loxterman, J.A. (1991). Revising social studies text from a textprocessing perspective: Evidence of improved comprehensibility. Reading Research Quarterly,


26(3), 251–276. doi: 10.2307/747763.

  1. Stahl, S.A., Hynd, C.R., Britton, B.K., McNish, M.M., & Bosquet, D. (1996). What happens when students read multiple source documents in history? Reading Research Quarterly, 31(4), 430-456.


[Electronic resource]. – URL: https://www.jstor.org/stable/748185.

  1. García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave


Pivot. doi: 10.1057/9781137385765.

  1. Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277-302. Accessed November 14, 2024. [Electronic resource]. – URL:https://www.learntechlib.org/primary/p/26105/.
  2. Greene, M. (2018a). Landscapes of learning. Teachers College Press. ISBN: 9780807725344.
  3. Greene, M. (2018b). The dialectic of freedom. Teachers College Press. ISBN: 9780807728970.