Leveraging Artificial Intelligence (AI) As a Critical Friend: The Affordances and Limitations

被引:3
作者
Frambaugh-Kritzer, Charlotte [1 ]
Stolle, Elizabeth Petroelje [2 ]
机构
[1] Univ Hawaii Manoa, Honolulu, HI USA
[2] Grand Valley State Univ, Allendale, MI 49401 USA
关键词
Self-study; critical friendship; artificial intelligence; AI; chatbots;
D O I
10.1080/17425964.2024.2335465
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This qualitative self-study contributes new insights on critical friendship, specifically related to Artificial Intelligence (AI) chatbot utility trends, asking: In what ways can AI serve as our critical friend? And, what are the affordances and limitations of AI as a critical friend, compared to our human critical friends? To answer these questions, the authors selected Pi.ai/talk, an AI tool they later nicknamed Pia. After interacting with Pia (using data from a previous study), they compared Pia's responses to those of two human critical friends, Anne and Anders, who originally provided feedback in their previous self-study. Drawing on theoretical and conceptual perspectives (Thought Collective, Anatomy of Critical Friend Attributes, & Critical Friend Definition Continuum) and using four data sources, the authors applied multiple qualitative analysis tools to determine the affordances and limitations of Pia. They found Pia could serve as a critical friend when examining her critical friend attributes because to some extent she provided feedback to their thinking, probed thoughtful questions, and remained in a positive tone. Although Pia had some affordances in her ability to serve as a critical friend, the data evidenced several limitations in how she met the critical attributes in the areas of constraints, trust, and relational dynamics; especially when juxtaposing Pia's feedback to Anne's and Anders' feedback. Given the findings, the authors argue AI tools can complement human critical friends in self-study research, but as of the date of this publication, they do not advocate for replacing human critical friends entirely.
引用
收藏
页码:188 / 211
页数:24
相关论文
共 68 条
[31]  
Jacobs L. B., 1990, TEACHING K 8, V29, P34
[32]  
Jose A, 2019, J DHARMA, V44, P33
[33]   Linking Dialogue with Student Modelling to Create an Adaptive Tutoring System for Conceptual Physics [J].
Katz, Sandra ;
Albacete, Patricia ;
Chounta, Irene-Angelica ;
Jordan, Pamela ;
McLaren, Bruce M. ;
Zapata-Rivera, Diego .
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION, 2021, 31 (03) :397-445
[34]  
Kellner D., 2002, The handbook of new media, P90, DOI DOI 10.4135/9781848608245.N8
[35]  
LaBoskey V.K., 2004, International Handbook of Self-Study of Teaching Practices, P817
[36]  
Leu D., 2006, 55 YB NATL READING C, P1
[37]  
Leu D.J., 2000, HDB READING RES, V3, P743
[38]   An analysis of children? interaction with an AI chatbot and its impact on their interest in reading [J].
Liu, Chen -Chung ;
Liao, Mo-Gang ;
Chang, Chia -Hui ;
Lin, Hung -Ming .
COMPUTERS & EDUCATION, 2022, 189
[39]  
Mackenzie B., 2015, E ORG PEOPLE, V22, P42
[40]   The role of the critical friend in supporting and enhancing professional learning and development [J].
MacPhail, Ann ;
Tannehill, Deborah ;
Ataman, Rebecca .
PROFESSIONAL DEVELOPMENT IN EDUCATION, 2024, 50 (04) :597-610