Intelligenza Artificiale nella scuola e nella formazione universitaria. Rischi e opportunità

Michele Corsi; Pier Giuseppe Rossi; Lorella Giannandrea; Giacomo Nalli

doi:10.3280/ess2-2024oa19071

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V. 15 N. 2 (2024): Intelligenza Artificiale nella scuola e nella formazione universitaria. Rischi e opportunità

Intelligenza Artificiale nella scuola e nella formazione universitaria. Rischi e opportunità

Michele Corsi^▸^▾
Pier Giuseppe Rossi^▸^▾
Lorella Giannandrea^▸^▾
Giacomo Nalli^▸^▾

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DOI: https://doi.org/10.3280/ess2-2024oa19071
Inviata: 23 dicembre 2024
Pubblicato: 31-01-2025

Riferimenti bibliografici

Chiriatti M., Ganapini M., Panai E. et al. (2024). The case for human-AI interaction as system 0 thinking. Nature Human Behaviour, 8: 1829-1830. DOI: 10.1038/s41562-024-01995-5.
Cotton D. R. E., Cotton P. A., & Shipway J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International. DOI: 10.1080/14703297.2023.2190148.
Farazouli A., Cerratto-Pargman T., Bolander-Laksov K., & McGrath C. (2024). Hello GPT! Goodbye home examination? An exploratory study of AI chatbots’ impact on university teachers’ assessment practices. Assessment & Evaluation in Higher Education, 49(3): 363-375. DOI: 10.1080/02602938.2023.2241676.
Giannini S. (2023). Generative AI and the future of education. UNESCO.
Moorhouse B. L., Yeo M. A., & Wan Y. (2023). Generative AI tools and assessment: Guidelines of the world’s top-ranking universities. Computers and Education Open, 5, 100151. DOI: 10.1016/j.caeo.2023.100151.
Nikolic S., Daniel S., Haque R., Belkina M., Hassan G. M., Grundy S., ... & Sandison C. (2023). ChatGPT versus engineering education assessment: A multidisciplinary and multi-institutional benchmarking and analysis of this generative artificial intelligence tool to investigate assessment integrity. European Journal of Engineering Education, 48(4): 559-614. DOI: 10.1080/03043797.2023.2203401.
Pratschke B. M. (2024). Generativism. In Generative AI and Education: Digital Pedagogies, Teaching Innovation and Learning Design (pp. 57-72). Switzerland: Springer Nature.
Rossi P. G., Giannandrea L., Gratani F., Scaradozzi D., & Screpanti L. (accepted). Teacher AI interaction in the selection of target texts. In Proceedings of AIxEDU: 2nd International Workshop on Artificial Intelligence Systems in Education, November 25-28, 2024, Bolzano, Italy.
Sandvik L. V., Svendsen B., Strømme A., Smith K., Aasmundstad Sommervold O., & Aarønes Angvik S. (2023). Assessment during COVID-19: Students and teachers in limbo when the classroom disappeared. Educational Assessment, 28(1): 11-26. DOI: 10.1080/10627197.2022.2122953.
Wang W., Wang G., Ding X., & Zhang B. (Eds.) (2021). Artificial intelligence in education and teaching assessment (pp. 161-174). Springer. DOI: 10.1007/978-981-16-6502-8_15.
Zhang J. (2023). Impact of artificial intelligence on higher education in the perspective of its application of transformation. Lecture Notes in Education Psychology and Public Media, 2: 822-830. DOI: 10.54254/2753-7048/2/2022483.

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Corsi, M., Rossi, P. G., Giannandrea, L., & Nalli, G. (2025). Intelligenza Artificiale nella scuola e nella formazione universitaria. Rischi e opportunità. Education Sciences & Society - Open Access, 15(2). https://doi.org/10.3280/ess2-2024oa19071

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[1] Chiriatti M., Ganapini M., Panai E. et al. (2024). The case for human-AI interaction as system 0 thinking. Nature Human Behaviour, 8: 1829-1830. DOI: 10.1038/s41562-024-01995-5.

[2] Cotton D. R. E., Cotton P. A., & Shipway J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International. DOI: 10.1080/14703297.2023.2190148.

[3] Farazouli A., Cerratto-Pargman T., Bolander-Laksov K., & McGrath C. (2024). Hello GPT! Goodbye home examination? An exploratory study of AI chatbots’ impact on university teachers’ assessment practices. Assessment & Evaluation in Higher Education, 49(3): 363-375. DOI: 10.1080/02602938.2023.2241676.

[4] Giannini S. (2023). Generative AI and the future of education. UNESCO.

[5] Moorhouse B. L., Yeo M. A., & Wan Y. (2023). Generative AI tools and assessment: Guidelines of the world’s top-ranking universities. Computers and Education Open, 5, 100151. DOI: 10.1016/j.caeo.2023.100151.

[6] Nikolic S., Daniel S., Haque R., Belkina M., Hassan G. M., Grundy S., ... & Sandison C. (2023). ChatGPT versus engineering education assessment: A multidisciplinary and multi-institutional benchmarking and analysis of this generative artificial intelligence tool to investigate assessment integrity. European Journal of Engineering Education, 48(4): 559-614. DOI: 10.1080/03043797.2023.2203401.

[7] Pratschke B. M. (2024). Generativism. In Generative AI and Education: Digital Pedagogies, Teaching Innovation and Learning Design (pp. 57-72). Switzerland: Springer Nature.

[8] Rossi P. G., Giannandrea L., Gratani F., Scaradozzi D., & Screpanti L. (accepted). Teacher AI interaction in the selection of target texts. In Proceedings of AIxEDU: 2nd International Workshop on Artificial Intelligence Systems in Education, November 25-28, 2024, Bolzano, Italy.

[9] Sandvik L. V., Svendsen B., Strømme A., Smith K., Aasmundstad Sommervold O., & Aarønes Angvik S. (2023). Assessment during COVID-19: Students and teachers in limbo when the classroom disappeared. Educational Assessment, 28(1): 11-26. DOI: 10.1080/10627197.2022.2122953.

[10] Wang W., Wang G., Ding X., & Zhang B. (Eds.) (2021). Artificial intelligence in education and teaching assessment (pp. 161-174). Springer. DOI: 10.1007/978-981-16-6502-8_15.

[11] Zhang J. (2023). Impact of artificial intelligence on higher education in the perspective of its application of transformation. Lecture Notes in Education Psychology and Public Media, 2: 822-830. DOI: 10.54254/2753-7048/2/2022483.