How do you perceive generative AI chatbots as a supplemental tool to benefit student learning? Despite the misinformation, hallucinations, bias, and privacy risks, could teachers guide students in practical ways to use chatbots to improve learning? Thoughts?
AI has the potential to support neurodiverse learners who access, process, and interact in different ways, by providing different learning paths that fit their strengths (Mollick & Mollick, 2023; U.S. Department of Education, 2023). Mollick and Mollick (2023) proposed seven approaches for utilizing artificial intelligence (AI) in the classroom describing AI as: tutor, coach, mentor, teammate, tool, simulator, and student.
AI's ability to use these seven approaches with students and improve learning outcomes through personal one-on-one sessions and feedback provides direct instruction for students (Mollick & Mollick, 2023). AI facilitates skills development through practice and an active, synergetic learning environment (Mollick & Mollick, 2023; Sherrington, 2020; Ward, 2023). As teachers and students learn how to use AI through these various approaches, they begin to understand the opportunities and challenges associated with artificial intelligence to adapt to their learning need (Kublak, 2023; Mollick & Mollick, 2023; Roth, 2000; Ward, 2023). Similar to Mollick and Mollick (2023), Kim et al. (2024) found that students expected AI to serve multiple roles, including multi-tasking writing assistant, virtual tutor, and digital peer to support multifaceted writing processes and performance.
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