Publication
Reading Utopia through the lens of AI Tools
| Summary: | This article results from a pedagogical experience involving AI and the literary work Utopia by Thomas More, conducted with BA students. It aims to achieve two primary goals. Firstly, we intend to discuss the relevance of AI as an assisting tool in higher education, particularly in teaching literary works to undergraduate students. We shall demonstrate how this can be done effectively, engaging students and fostering their critical thinking. Secondly, we aim to show that this approach could be replicated in similar contexts, paving the way for other appealing and effective activities performed with AI. The methodology used for this activity was active learning, with the students working autonomously in groups, thinking and deciding on the questions they wanted to ask the selected AI tool. The results show that AI tools proved valuable as they helped to visualise some ideas in the book or give a more realistic approach to the plot. Regarding the obstacles encountered while doing the task, students responded that the tool did not understand correctly what was intended or found |
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| Main Authors: | Silva, Elisabete Mendes |
| Subject: | AI tools Pedagogical innovation Critical thinking Active learning English culture |
| Year: | 2025 |
| Country: | Portugal |
| Document type: | conference paper |
| Access type: | open access |
| Associated institution: | Instituto Politécnico de Bragança |
| Language: | English |
| Origin: | Biblioteca Digital do IPB |
| Summary: | This article results from a pedagogical experience involving AI and the literary work Utopia by Thomas More, conducted with BA students. It aims to achieve two primary goals. Firstly, we intend to discuss the relevance of AI as an assisting tool in higher education, particularly in teaching literary works to undergraduate students. We shall demonstrate how this can be done effectively, engaging students and fostering their critical thinking. Secondly, we aim to show that this approach could be replicated in similar contexts, paving the way for other appealing and effective activities performed with AI. The methodology used for this activity was active learning, with the students working autonomously in groups, thinking and deciding on the questions they wanted to ask the selected AI tool. The results show that AI tools proved valuable as they helped to visualise some ideas in the book or give a more realistic approach to the plot. Regarding the obstacles encountered while doing the task, students responded that the tool did not understand correctly what was intended or found |
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