Hiroshima Bunkyo University Academic Repository
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The Connection between Human Rights Education and Classroom Management in Recent Years: From the Perspective of Positioning and Evaluation in the Public Education System
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Demonstrating AI as Collaborator for Undergrad Thesis Advising: Working with Generative AI to Enhance the Research Process
Get PDFapplication/pdfAlthough ChatGPT was released to the public less than a year ago, such generative AI is already disrupting education. Educators are tasked with helping students use it responsibly. This paper explores using ChatGPT to advise undergraduates writing a thesis in English or Japanese. Although AI has limitations, it can also effectively engage students when applied deliberately. I share experiences incorporating ChatGPT for thesis advising at a Japanese university. I show my students how to use AI to summarize texts, analyze quotes, improve drafts, and ask questions without judgment. The conversational nature of ChatGPT prompted more time on task, comprehension, and agency in learning. Included are some failures of generative AI. And the paper provides tips for helping students to overcome these failures. While not a panacea, AI as a collaborative tool strengthened the thesis writing process. This demonstrates one potential for AI to enhance human teaching and learning, not replace it. More research is needed, but preliminary findings suggest promising futures for AI as a collaborator in higher education.departmental bulletin pape
Synonym Acquisition and Retention: AI-Assisted Learner-Selected vs Teacher-Provided Synonyms
Get PDFapplication/pdfThis study compares the effectiveness of Teacher-Provided Synonym Sets (TPSS) and AIAssisted Learner-Selected Synonym Sets (AALSS) in enhancing vocabulary retention among a consistent group of low-proficiency students over a single semester. I administered pre- and post-tests, as well as an anonymous student survey, to collect data. Student perception found through the survey and test performance paint a different picture. Survey results revealed that AI-assisted synonym creation was well-received, with students finding it engaging, motivating, and beneficial for vocabulary learning. The process promoted learner autonomy and collaboration while encouraging active engagement with the material. On a 6-point Likert scale, students rated their engagement positively, with average scores ranging from 4.3 to 4.8 in categories such as interest, motivation, and collaboration. Most students (62%) preferred creating their own synonym sets, citing improved memorization and greater control over their learning. Despite positive student perceptions, test results showed students performed better with TPSS on chapter tests. The final analysis of a delayed post-test and survey finds that the teacher-selected synonyms resulted in a better outcome. The larger improvement in mean scores suggests that the teacher’s expertise in selecting appropriate synonyms may have contributed to better student learning. However, both methods led to significant improvements, and the difference in p-values is not substantial. Thus, there appear to be potential benefits of both teacher-selected and student-selected synonyms.departmental bulletin pape
“History of Education as Pedagogy” in Studies of the History of Japanese Education
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