| dc.contributor | 創國學士班 | |
| dc.creator (作者) | 呂欣澤 | |
| dc.creator (作者) | Lu, Owen H.Q.;Tanujaya, Bryan Carl;Liu, Zhi-Qi;Huang, Chi-Sheng;Tzeng, Jain-Wei;Huang, Anna Y.Q. | |
| dc.date (日期) | 2024-11 | |
| dc.date.accessioned | 2025-06-05 | - |
| dc.date.available | 2025-06-05 | - |
| dc.date.issued (上傳時間) | 2025-06-05 | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/157246 | - |
| dc.description.abstract (摘要) | Generative AI (GenAl) has demonstrated its benefits for student learning outcomes in various educational settings. Due to its diverse applications, it has become a trend for many researchers to explore its usage. In this study, we applied GenAl, specifically ChatGPT, in a workshop designed for 43 university teachers to understand the importance of Plato's Allegory of the Cave in the context of education. The Allegory was chosen because the university teachers came from diverse disciplines, and we needed a subject area that they were not already familiar with. The workshop utilized GenAl in four main aspects: question creation, topic breakdown, problem-solving, and post-class summaries. After the workshop, we used statistical and natural language processing techniques to analyze the teachers' learning outcomes regarding the Allegory of the Cave and the potential of post-class summaries for assessment. The experimental results showed a significant improvement in the teachers' understanding of Plato's Allegory of the Cave. It also confirmed that post-class summaries, as the highest form of knowledge expression, were significantly related to their learning outcomes. | |
| dc.format.extent | 103 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 2024: ICCE 2024: The 32nd International Conference on Computers in Education, Ateneo de Manila University | |
| dc.title (題名) | A Case Study for Educators with ChatGPT and Plato's Allegory of the Cave | |
| dc.type (資料類型) | conference | |
| dc.identifier.doi (DOI) | 10.58459/icce.2024.4960 | |
| dc.doi.uri (DOI) | https://doi.org/10.58459/icce.2024.4960 | |
