Led On Line
Presentazione - About us
Novita' - What's new
E-Journals
E-books
Lededizioni Home Page Ricerca - Search
Catalogo - Catalogue
Per contattarci - Contacts
Per gli Autori - For the Authors
Statistiche - Statistics
Cookie Policy
Privacy Policy

LL’intelligenza artificiale generativa: rischi e opportunità in ambito educativo. Il progetto «CounselorBot» per il supporto tutoriale

Daniele Dragoni, Massimo Margottini

Abstract


GENERATIVE ARTIFICIAL INTELLIGENCE: RISKS AND OPPORTUNITIES IN EDUCATION. THE «COUNSELORBOT» PROJECT FOR TUTORIAL SUPPORT

Abstract

Artificial intelligence (AI) is progressively entering educational practices, influencing teaching and learning methodologies. Its use raises issues of various kinds – educational, methodological-didactic, and ethical – highlighting risks such as discrimination, increasing technological dependency, and the uncontrolled generation of inaccurate and hardly recognizable content due to biases in datasets. The European Union, through the AI Act, has classified the use of AI in education as «high risk», emphasizing the importance of a cautious and responsible approach. This article analyzes the opportunities offered by AI and the strategies to mitigate its risks, examines the AI Act, and presents the «Counselor-Bot» project, a concrete example of an application designed to support students in their educational and career guidance paths.


Keywords


Artificial intelligence; Chatbot; Educational innovation; Retrieval- augmented generation; AI Act; Innovazione didattica; Intelligenza artificiale

Full Text:

PDF

References


Hand, S., Rice, L., & Greenlee, E.T. (2017). Exploring teachers' and students' gender role bias and students' confidence in STEM fields. Social Psychology of Education, 20, 929-945.

https://doi.org/10.1007/s11218-017-9408-8

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promise and implications for teaching and learning. Boston, MA: Center for Curriculum Redesign.

Jenkins, H. (2010). Culture partecipative e competenze digitali. Milano: Guerini.

Johnson, J., Douze, M., & Jégou, H. (2017). Billion-scale similarity search with GPUs. arXiv, 1702.08734.

Ju, Q. (2023). Experimental evidence on negative impact of generative ai on scientific learning outcomes. [06/10/2024].

https://doi.org/10.2139/ssrn.4567696

https://doi.org/10.21203/rs.3.rs-3371292/v1

Lewis, P., Perez, E., Piktus, A., Petroni, F., Karpukhin, V., Goyal, N., …, & Kiela, D. (2021). Retrieval-augmented generation for knowledge-intensive NLP tasks. arXiv, 2005.11401.

Maragliano, R. (a cura di). (2004). Pedagogie dell'e-learning. Bari: Laterza.

McCauley, R., Fitzgerald, S., Lewandowski, G., Murphy, L., Simon, B., Thomas, L., & Zander, C. (2008). Debugging: A review of the literature from an educational perspective. Computer Science Education, 18(2), 67-92.

https://doi.org/10.1080/08993400802114581

Mikolov, T., Chen, K., Corrado, G., & Dean, J. (2013). Efficient estimation of word representations in vector space. arXiv, 1301.3781.

Naveed, H., Khan, A.U., Qiu, S., Saqib, M., Anwar, S., Usman, M., …, & Mian, A. (2023). A comprehensive overview of Large Language Models (version 9). arXiv, 2307.06435.

Neelakantan, A., Xu, T., Puri, R., Radford, A., Han, J.M., Tworek, J., …, & Weng, L. (2022). Text and code embeddings by contrastive pre-training. arXiv, 2201.10005.

Numerico, T. (2021). Big data e algoritmi. Prospettive critiche. Roma: Carocci.

Parlamento Europeo e Consiglio dell'Unione Europea (2024). AI Act, Regolamento UE 2024/1689 relativo all'intelligenza artificiale, 13 giugno 2024.

https://www.europarl.europa.eu/topics/en/article/20230601STO93804/eu-ai-act-first-regulation-on-artificial-intelligence

Pellerey, M. (2006). Dirigere il proprio apprendimento. Autodeterminazione e autoregolazione nei processi di apprendimento. Brescia: La Scuola.

Pellerey, M., Grządziel, D., Margottini, M., Epifani, F., & Ottone, E. (2013). Imparare a dirigere se stessi. Progettazione e realizzazione di una guida e di uno strumento informatico per favorire l'autovalutazione e lo sviluppo delle proprie competenze strategiche nello studio e nel lavoro. Roma: Centro Nazionale Opere Salesiane - Formazione Aggiornamento Professionale (CNOS-FAP).

Ramshaw, L., & Marcus, M. (1995). Text chunking using transformation-based learning. In D. Yarowsky & K. Church (Eds.), Proceedings of the Third Workshop on Very Large Corpora. Cambridge, MA: Massachusetts Institute of Technology.

Soresi, S., & Nota, L. (2020). L'orientamento e la progettazione professionale. Bologna: il Mulino.

Tekoniemi, S., Kotilainen, S., Maasilta, M., & Lempiäinen, K. (2022). Fact-checking as digital media literacy in higher education. Seminar.Net. [06/10/2024].

https://doi.org/10.7577/seminar.4689

https://doi.org/10.7577/seminar.4689

https://doi.org/10.7577/seminar.4689

Vaccari, C., & Chadwick, A. (2020). Deepfakes and disinformation: Exploring the impact of synthetic political video on deception, uncertainty, and trust in news. Social Media + Society, 6(1).

https://doi.org/10.1177/2056305120903408

Vygotskij, L.S. (1934). Pensiero e linguaggio. A cura di L. Mecacci. Roma - Bari: La Terza e figli (ed. it. 1990).

Wei, J., Wang, X., Schuurmans, D., Bosma, M., Xia, F., Chi, E., …, & Zhou, D. (2022). Chain-of-thought prompting elicits reasoning in large language models. Advances in Neural Information Processing Systems, 35, 24824-24837.

Yao, S., Yu, D., Zhao, J., Shafran, I., Griffiths, T., Cao, Y., & Narasimhan, K. (2024). Tree of thoughts: Deliberate problem solving with large language models. Advances in Neural Information Processing Systems, 36. [21/06/2024].

https://proceedings.neurips.cc/paper_files/paper/2023/hash/271db9922b8d1f4dd7aaef84ed5ac703-Abstract-Conference.html




DOI: https://doi.org/10.7358/ecps-2024-030-drma

Copyright (©) 2025 Daniele Dragoni, Massimo Margottini – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

 

Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University

Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing  Editor: Valeria Biasci
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:Nazarena Patrizi 

Referee List

© 2001 LED Edizioni Universitarie di Lettere Economia Diritto