Abstract
Since the advent of easily accessible LLM (AI) applications in the 2020s, university instructors have complained that some students use these websites less to assist their learning and more to avoid learning entirely. Recent studies have shown that some students utilizing sites like ChatGPT are falling short in areas like critical thinking, language learning and research capability. However, despite growing concerns among teachers and researchers, there is also a sense of resignation that this is simply ‘the new normal’ in education. Using sociological perspectives borrowed from game studies, this paper introduces three concepts that may assist teachers in slowing ‘AI brain drain’ among their students: environmental affordances, framing, and value-added inconvenience. Drawing on both ludological theory, and 15 years of experience in teaching and ethnographic research within online virtual world learning groups, this study give instructors practical conceptual tools to develop their own pedagogical framework that better understands student psychology and reduces the temptations for academic dishonesty.
Presenters
Jean-Paul Lafayette DuQuetteSenior Instructor, Faculty of Arts and Humanities, University of Macau, Macao
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Ludology, Pedagogy, Second Life, Game theory, Frame Analysis, Language Teaching
