Harnessing AI for Teaching and Learning Excellence at HKU

Harnessing AI for
Teaching and Learning Excellence at HKU

Future Readiness: Online Learning for Student Societies

To help students embrace learning outside the classroom and create a dynamic and inclusive experience, CEDARS LEAF collaborates with TALIC to transform face-to-face Student Society Orientation training into flexible, multimodal Online Learning Modules, allowing students to learn anytime, anywhere, and at their own pace.

The Courses on HKU Online Learning

With the support of TALIC, CEDARS has launched two new online courses specifically designed for Executive Committee (ExCo) members of student societies that organise student-led orientation activities to welcome new students in the summer.

The first course, FIN2501 Financial Management for Student Societies, aims to shed light on the importance of financial management to student organisations, extend their knowledge and skills on good financial management practices, such as financial management principles, budgeting, operational considerations, governance, reporting standards, and funding applications, etc. The course also strengthens the student organisers’ risk control awareness through case studies, covering critical areas such as the falsification of financial records and embezzlement.
The second course, SEN2501 Supporting Students with Special Educational Needs (SEN) During Student-led Orientation Activities, aims to equip student leaders with the necessary knowledge and skills to effectively support participants with SEN. Key topics include identifying diverse SEN needs, utilising available university resources for support, and practical strategies for ensuring inclusivity and accessibility within all student-led activities in alignment with the HKU Equal Opportunity Policy.

“Approximately 500 students from 120 student societies are expected to enroll in both courses. This projected participation accounts for a substantial 85% of the total number of student societies, underscoring the significant reach of the training courses."

Flexible Learning at the Student’s Own Pace

Each course is designed to be completed in approximately one hour or less, and upon successful completion, students are awarded a digital certificate. Crucially, the online format provides unparalleled flexibility, allowing students to learn at their own pace and convenience—whether they choose to complete a module in a single session or in phases.

The online modules address a key challenge in student training. The courses are intended for students to complete before they organise their orientation activities in the summer. However, many students have packed summer schedules due to internships, exchange programs, or other commitments, making attendance at fixed face-to-face training sessions difficult, as our previous experience has shown. The online format offers a highly suitable alternative, providing the flexibility for students to learn anytime, anywhere, and at their own pace. This ensures they can acquire these essential skills without conflicting with their other summer engagements, a significant advantage over less flexible traditional training methods.

Disseminate Vital Training to Foster Student Leadership

Student Leaders and Incoming Students

University Learning: The practical application of financial management and inclusive leadership skills enhances the quality and impact of student-led activities, contributing to a more vibrant and well-rounded university experience for the entire student body. Student leaders themselves gain invaluable hands-on experience in organization and leadership.
Personal Growth: Engaging with these modules fosters a strong sense of responsibility, ethical awareness (from FIN2501), and empathy and inclusivity (from SEN2501). These are cornerstones of personal development, honing students’ leadership capabilities, problem-solving acumen, and interpersonal effectiveness.
Lifelong Learning: The principles of diligent financial management, unwavering ethical behavior, and a deep-seated understanding of and commitment to supporting diversity are highly transferable skills. These competencies are invaluable not only during their university careers but also in their future

CEDARS

Online modules empower CEDARS to disseminate vital training to a broad audience of student leaders in a more consistent and cost-effective manner. Fees incurred for venue, logistics and trainers in physical training workshops can be saved to better focus on improving the teaching content and method.

The Wider University Community

The impact of these modules extends to the broader university community. Well-trained student leaders contribute to more responsibly governed and financially accountable student societies. Furthermore, enhanced awareness and skills in supporting students with SEN foster a more inclusive, equitable, and supportive campus culture, reflecting HKU’s commitment to equality of opportunity. This collaboration also highlights a successful synergy between CEDARS and TALIC in leveraging educational technology for student advancement.

Unified Effort in Preparing Our Students for the Future

Content Contributors

The development of the content for both the FIN2501 and SEN2501 online modules was led by the CEDARS-LEAF Student Leadership Development Programme. A notable aspect of this development process was the active involvement and valuable assistance of student leaders, ensuring the courses are practical and resonate with the student experience.

For FIN2501 Financial Management for Student Societies, the course content benefited from the insights of a Year 2 undergraduate student who served as the chairperson of an academic society. The Course Consultant was Professor Winnie Leung, Associate Professor of Teaching at the HKU Business School, who brought her extensive experience in financial reporting and accounting.
For SEN2501 Supporting Students with SEN During Student-led Orientation Activities, the development was assisted by a Year 3 undergraduate student who uses a wheelchair, bringing firsthand perspective to the module’s content. The Course Consultants were CEDARS-SEN Support and the Equal Opportunity Unit, both of which provided critical insights into supporting students with diverse needs and the importance of the Equal Opportunity Policy and relevant procedures to follow.

Course Design and Technology Support

The TALIC team supports the course design of the CEDARS-LEAF Student Leadership courses and provides technical support in disseminating the contents on HKU Online Learning via the Open edX platform.

TALIC instructional designers collaborate with CEDARS LEAF content contributors to create multimedia and multimodal learning experiences aligned with the course learning objectives. The online course consists of flexible micro modules compiling visuals, interactive activities, videos, knowledge-check quizzes, and assessments, to foster a dynamic and inclusive learning environment. The online modules engage students in active participation and help them take control of their learning at their own pace.

New Technology to Support Student Learning Beyond the Classroom

Before the development of the two online training modules, CEDARS has previously received reports from student societies concerning financial losses stemming from improper record-keeping. Additionally, complaints have been received from students with Special Educational Needs (SEN) regarding a lack of equal opportunities to participate fully in orientation activities. Therefore, these courses directly address known challenges and are designed to proactively equip student leaders with the necessary skills and awareness.

Therefore, the online modules are anticipated to yield several significant positive impacts:

Enhanced Governance and Financial Stewardship: A marked improvement in the governance and financial health of student societies.
More Inclusive and Supportive Activities: The fostering of more inclusive, accessible, and supportive student-led activities, especially during the critical orientation period.
Developed Student Leadership: An elevation in the leadership skills and awareness among student leaders concerning financial diligence, ethical conduct, and the principles of inclusivity.
Positive Campus Environment: Contribution to a more positive, equitable, and supportive campus experience for all students.
Showcasing Successful Collaboration: A clear demonstration of the fruitful collaboration between CEDARS and TALIC in advancing student learning, personal growth, and leadership development through the innovative use of educational technology.

At HKU, online learning modules and the flipped classroom approach are widely used in on-campus teaching to enrich students’ learning experiences beyond traditional face-to-face instruction. Online learning employs a student-centered design that engages students through multimodal experiences, fostering active participation and encouraging them to take ownership of their learning.

For Course Information:

CEDARS-LEAF Student Leadership Development Programme

For Course Design and EdTech Support:

EdTech Consultation

Flexible Learning Multimodal Online Learning Self-paced

Beyond Gaming, DISCORD for Student Learning

In today’s dynamic learning environment, effective collaboration and communication among students and faculty is crucial. Space, time, student mobility, class size, and classroom settings are prime factors to consider when conducting collaborative group activities in a traditional classroom. Integrating technology is a great way to address these factors and create an active and collaborative learning space in the modern classroom.

This blog post explores the potential of Discord, a platform initially known for gaming communities, as a powerful tool for fostering collaborative learning and discussion within higher education settings. We will examine its features and demonstrate its applicability for various academic activities, drawing on specific examples to highlight its effectiveness.

Discord: A Versatile Platform Beyond Gaming

In a recent Discord workshop, Dr. Carson Hung of TALIC introduced the functionalities of Discord that make it ideal for creating virtual learning environments for both large-scale and small-scale group activities, as well as discussions that cater to diverse learning experiences and preferences. Discord, often perceived as only a gaming platform, offers robust communicative features and versatile functionalities stemming from its capacity to create customised servers and organize channels for specific roles and purposes. Generally, a Discord server enables users to create up to 500 voice and text channels and as many as 50 different categories. These versatile capabilities offer a dynamic environment that facilitates both synchronous and asynchronous interactions (Uong et al., 2022).

Discord’s meticulous categories and channels help maintain clarity and facilitate easy navigation for students immersed in a large pool of information. For instance, the HKU Admission Office has a Discord server that answers questions from incoming and new students and helps them find information from an array of supports and services, from applying to HKU to student housing, academic support, student activities, and more.

Furthermore, Discord’s versatile communication channels and easily managed role-based permissions system provide robust support for large-scale university projects such as the GenAI Hackathon for the Social Good, which utilizes Discord to engage students across different universities in a cross-institutional collaboration project.

Moreover, the integration of artificial intelligent apps and chatbots significantly expands Discord’s capabilities. For instance, Discord integrates the popular text-to-image generative AI bot, Midjourney, to generate images. Other chatbots, such as ChatGPT, writing, and summary assistants, can potentially provide a comprehensive learning experience in their communicative group projects.

Facilitating Collaborative Learning Activities

In the Discord Workshop, Ellen Seto of TALIC leverages the diverse functionalities of the Discord platform to engage teachers and participants to role-play two group activities. These include a synchronous small group debate and an asynchronous class discussion. Teachers quite often engage students in similar types of group activities in face-to-face format in a classroom.

Conducting synchronous group activity on the Discord server requires online platform management. Discord’s role-based permissions system enables teachers to manage and facilitate student participation through setting and assigning multiple functional roles and access specifications for students’ group work. Teachers can monitor synchronous and asynchronous activities when students post, moderate, or delete messages on Discord channels and discussion threads, encouraging a safe and inclusive learning environment.

In a synchronous group debate activity in the workshop, the participants first take a stance on whether they agree or disagree that the use of AI will diminish students’ reading and writing proficiencies and join the discussion channel on Discord that supports their stance. Customized text channels in Discord facilitate the participants engagements and interactions with their peers in a synchronous discussion, allowing them to present and share text, audio, and graphic files, and give instant feedback to peers in their designated text and voice channels. In the process, students also engage in information search, sorting, organizing, critically evaluating evidence, and correctly citing references; these are all important aspects of evidence-based learning in collaborative argumentation (Mayweg-Paus et al., 2021). A GPT chatbot is integrated into the Discord server to support real-time collaborative discourse.

Asynchronous multi-channel discussion of an essay-grading activity for peer review and feedback provides a structured environment for constructive criticism. Furthermore, the integration of a ‘Summarize’ chatbot enabled participants to recount key ideas and findings of the group and class discussions in a logical and organized manner. This can facilitate further learning and help to identify future areas of interest or exploration.

Future Potential

Discord offers a powerful and flexible environment for collaborative learning and discussion. While first-time users of a multi-channel Discord server may find it overwhelming, with proper planning and moderation, these challenges can be overcome, revealing its potential to transform the future academic experience.

Reference

Park, E.L., Choi, B.K. Transformation of classroom spaces: traditional versus active learning classroom in colleges. High Educ 68, 749–771 (2014). https://doi.org/10.1007/s10734-014-9742-0
Uong, T. G. T., Nguyen, D. K., & Nguyen, H. N. (2022). Teachers’ feedback on using Discord as an online learning platform. International Journal of TESOL & Education, 2(4), 84-104.

Ellen SETO

Senior Lecturer / Senior Instructional Designer
Teaching and Learning Innovation Centre

Collaborative Learning and Discussion Discord Server Multiple Channels and Threads Synchronous and Asynchronous Collaborative Learning

Unlock the Potential of AI in Feedback Designs

The emergence of GenAI has brought a paradigm shift to various industries, in particular education. Educators and researchers are working hard to harness the power of this transformative technology and actively exploring the potential of GenAI in various aspects of teaching and learning. Dr Jessica To is one of the pioneers examining the role of GenAI in developing student feedback literacy. She investigates how GenAI could be better applied to increase students’ capability to interpret and enact feedback. Her extensive research experience in assessment feedback, peer and self-assessment, dialogic use of exemplars, and educational innovations has laid a strong foundation for exploring the role of GenAI in feedback designs. Her research works have been published in various high-impact academic journals, for instance, Assessment and Evaluation in Higher Education, Higher Education Research and Development, Teaching and Teacher Education, etc.

Dr. Jessica TO “It is imperative for academic staff to know how to integrate GenAI into productive feedback designs. “

Practical Advice in the Age of AI

GenAI, in particular, ChatGPT is a useful tool to support student learning. It offers personalised feedback, recommends learning resources according to individual students’ progress, and encourages their seeking of academic assistance in a psychologically safe environment. It could also promote critical thinking and self-assessment skills when they are guided to compare their drafts with AI-generated materials and reflect on their own performance. Personalised feedback caters for individuals’ learning needs and empowers them to actively engage in their own learning journey. Despite the immense benefits of GenAI, Dr To emphasises that the considerable potential of GenAI may not be realised unless teachers possess the knowledge and capacity to incorporate GenAI in the curriculum. In the age of AI, it is advisable for teachers to:

understand the constraints on one’s existing pedagogical context and selecting suitable GenAI tools to circumvent the limitations;
learn the pedagogical use of GenAI through trial and error;
participate in GenAI-related forums, workshops or seminars to exchange experience; and
realise and address the ethical concerns about using GenAI.

Dr. To is committed to support HKU’s teaching fraternity in designing innovative and effective pedagogical, assessment and feedback practices, and promoting evidence-based initiatives to improve teaching and learning. She is eager to share her expertise and collaborate with academic staff in the University to strive for excellence in teaching learning and feedback practices.

Dr. Jessica Kar Yan TO

Lecturer
Teaching and Learning Innovation Centre

Consultation

Here is the Evidence

Event Details

Date : 19 Feb, 19 Mar, 2 Apr & 17 Apr 2025
Time : 1:00pm – 2:00pm
Venue: Zoom
Speaker: Prof. Luke Fryer, Assistant Director / Associate Professor, TALIC, HKU

Abstract

This Seminar Series will present the current evidence for both popular and lesser known (but important) areas of teaching and learning in higher education. Each seminar will have three components:

A short overview of the topic
Evidence for/against its implementation in university courses – drawing chiefly on current reviews and meta/meta-meta-analyses
Straight forward suggestions for instruction

The seminars will conclude with a brief discussion focusing on attendee’s experiences and questions.

[19 Feb 2025] Seminar 1 - Introduction to and directions based on Cognitive Load

Date : 19 Feb 2025 (Wed)
Time : 1:00pm – 2:00pm
Venue : Zoom

Abstract

Cognitive Load Theory describes how our cognitive architecture mediates learning. Based on a considerable body of experimental research, several straight-forward implications for instruction are well established and stand ready for integration into HKU courses. This seminar will introduce the theory, its essential instructional implications, and practical suggestions for application.

[19 Mar 2025] Seminar 2 - Flipped Learning, Recorded Lecture and Videos as instruction strategies/tools

Date : 19 Mar 2025 (Wed)
Time : 1:00pm – 2:00pm
Venue : Zoom

Abstract

Flipped learning is a popular but poorly understood instructional strategy pervading higher education internationally. Recorded lectures are a contentious addition to almost any course. Videos are a powerful learning resource in specific learning situations. This seminar will introduce evidence for and against each of these strategies/tools and invite discussion regarding current uses here at HKU going forward.

[2 Apr 2025] Seminar 3 - Learning Styles, Preferences and Strategies: Instruction that address differences and similarities amongst students

Date : 2 Apr 2025 (Wed)
Time : 1:00pm – 2:00pm
Venue : Zoom

Abstract

Despite decades of repudiation from international experts, learning styles (and the match hypothesis: e.g., matching learners to a supposed disposition or preference such as auditory, visual and kinesthetic styles of learning) are still popular across levels of education and national borders. This seminar will start by clarifying the difference between the commonly conflated styles, preferences, and strategies. Then, reflecting recent reviews in this area, the longstanding evidence demonstrating why teaching to this perceived individual difference is not a good investment will be reviewed. Other high impact aspects of the student learning experience will be highlighted for interested instructors.

[17 Apr 2025] Seminar 4 - Chatbots and student motivation: Instruction for reflective use

Date : 17 Apr 2025 (Thu)

Time : 1:00pm – 2:00pm

Venue : Zoom

Speakers :

Dr. Weijiao Huang, Postdoctoral Fellow, TALIC, HKU
Prof. Luke Fryer, Assistant Director / Associate Professor, TALIC, HKU

Abstract

Chatbots are increasingly being used in higher education and potentially change the way students access and engage with learning materials. These tools fulfill important pedagogical roles by providing students with personalised content and real-time feedback. Recognising the growing presence of chatbots, including generative AI, and their natural influence on student learning, there is an urgent need to understand their impact on student motivation, which influences how and why students engage with learning materials.

This seminar will start by distinguishing between student (short-term) engagement and (long-term developmental) motivation in the context of chatbot-supported learning. It will then review current evidence, focusing on the underlying theoretical frameworks, the impact on student learning outcomes and motivational dimensions, and the characteristics of chatbot design. Practical suggestions for the reflective use of chatbots will be discussed.

For information, please contact:

Ms. Miffy LEUNG

Teaching and Learning Innovation Centre

Cognitive Load Flipped Learning Learning Styles

Unlocking the Power of Data and Analytics in Enhancing Teaching and Learning

The digital revolution has transformed our lives, providing unprecedented access to vast amounts of data. In today’s data-driven world, higher education institutions are increasingly using data analytics to improve teaching and learning experiences. This article explores how data analytics at TALIC is being leveraged to provide actionable insights to support teaching and learning strategies, quality assurance, and quality enhancement at the University of Hong Kong.

Institutional Surveys

Launched in 2008, the annual Student Learning Experience Questionnaire (SLEQ) has collected data on students’ perceptions of their learning experiences, covering aspects such as teaching and learning environments, achievement of University Educational Aims, and overall satisfaction. SLEQ data is analysed using various strategies like statistical and psychometric analyses, text mining, and data visualisation techniques, allowing Faculties, Committees, and Programme Directors to identify areas for improvement and enhance the overall learning experience. Over the past 16 years, the SLEQ has revealed an upward trajectory, indicating a growing positive learning experience among students. The Student Feedback on Teaching and Learning (SFTL) is a course feedback survey that gathers data on course and teaching effectiveness. SFTL data informs teaching and pedagogical practices for teachers and supports continuous improvement in teaching and learning. Recently, a revamp has been made to enhance the SFTL online survey and reporting system, leading to a significant increase in response rates.

Data Analytics for Teaching and Learning

The analysis of data collected from these surveys, along with other quantitative and qualitative studies, yields actionable insights and serves as vital sources of data for assuring and enhancing teaching and learning practices in various ways. Examples of how institutional data has been utilised include annual discussions with Faculties to address issues from survey findings and facilitate teaching and learning action plan developments; tracking students’ perceived learning gains during university studies and after graduation to assess the value-addedness brought by the University Educational Aims; providing teaching and learning related performance indicators to support the identification of areas of improvement in the Teaching and Learning Strategy; examining student characteristics across diverse student populations; and incorporating survey data into institution-wide focus reviews to enhance aspects of teaching and learning, such as e-learning, experiential learning, Common Core, academic advising, and more.

Data Analytics and Student Assessment in Higher Education

Data analytics has become a crucial component in higher education across the globe. The growing trend of data analytics emphasises the importance of harnessing data to make informed decisions and drive improvements in education. Adopting an evidence-based approach, Dr Maggie Zhao, Assistant Director at TALIC, has been leading a dedicated team that aims to uphold high standards in their data support for teaching and learning through rigorous learning analytics and meticulous research efforts. Consequently, their discoveries have been published in reputable academic journals, and their innovative developments in student assessment have been shared at distinguished international conferences and forums, including UNESCO. This exemplifies TALIC’s dedication to harnessing the power of data analytics to enhance teaching and learning experiences.

As data analytics continues to evolve and shape the future of higher education, institutions worldwide will benefit from embracing data-driven approaches to improve their teaching and learning practices. Dr Zhao emphasises that with the ongoing evolution of technology, including artificial intelligence, the capacity for data-driven practices will expand even further. She highlights TALIC’s data and analytics initiatives, such as SLEQ and SFTL, as demonstrations of the immense potential of harnessing data to enrich student learning experiences. Dr Zhao concludes that embracing the power of data and analytics provides actionable insights into students’ learning, enabling teachers to design and implement evidence-based strategies that promote more personalised and engaging learning experiences for students, ultimately unleashing students’ full potential and nurturing future readiness.

Dr. Maggie Yue ZHAO

Assistant Director / Senior Lecturer
Teaching and Learning Innovation Centre

Data Analytics SFTL SLEQ

Future-Ready Education: Prompt Engineering, an Emerging Competency

The rapid advancement of artificial intelligence (AI) is reshaping numerous aspects of our lives, and higher education is no exception. The generation of students entering universities today will witness more technological change than ever before. Yet, how can we help our teachers —the guides of this generation— be better prepared for this evolving landscape? To this aim, HKU TALIC presented a series of edTech and AI workshops on emerging technologies with a focus on practical strategies and resources. The workshops were created to provide teachers and the university community more options to enhance student learning, and to cultivate AI literacy and ICT skills. The first workshop held in Spring 2024 focused on the power of prompt engineering, as well as providing tactics and practical examples in AI prompting for teaching practice.

Harnessing the Power of HKU ChatGPT Service

HKU ITS provides staff and students with the ChatGPT and DALL∙E web apps (https://chatgpt.hku.hk/), which are powered by Microsoft’s Azure OpenAI services to improve teaching and learning effectiveness, productivity, and the overall educational experience, The recently released DeepSeek-R1 and DeepSeek-V3 models, as well as models like GPT-4, GPT-4o, and GPT-3.5, are all included in the ChatGPT online app.

How does the ChatGPT web application react to user input? Generally, the AI chatbot produces a response when users input a prompt. Additionally, the ChatGPT web app organizes discussion history into many “topic” groups. In contrast to more basic chatbot models, newer chatbots permit content preservation and more complex, multi-turn interactions.

Performance is important. The most recent model of the web application, GPT-4o, outperforms DeepSeek R1 and V3 in terms of output speeds. For effective classroom use, this speed performance advantage can be helpful and pertinent.

The ChatGPT app, like any AI tool, has usage limits. Users can upload files up to a maximum file size of 3 MB, and only one file can be uploaded per minute. For larger documents, educators need to strategize, perhaps splitting documents into smaller parts or prioritizing uploads.

Prompting Techniques

Prompt engineering is the art of crafting effective prompts to elicit desired outputs from AI models. Cain (2023) describes prompt engineering as a “steering mechanism” of GenAI users. A 2024 article by McKinsey & Company defines it as “the practice of designing inputs for AI tools that will produce optimal outputs.” By strategically crafting prompts, a user not only improves the relevance of the information provided by an AI model, but also enhances the productivity and satisfaction of human-AI collaboration experience as one masters effective prompting techniques.

In AI prompting workshop, Dr. Carson Hung of TALIC discussed six key strategies for effective prompt engineering.

Write clear instructions: Be specific and unambiguous in your instructions.
Provide reference text: Supplement your prompt with relevant context or examples.
Split complex tasks: Break down large tasks into smaller, more manageable subtasks.
Give the model time to “think”: Allow sufficient processing time for complex tasks.
Use external tools: Integrate external resources/tools to enhance the AI’s capabilities.
Test changes systematically: Experiment and refine the prompts for optimal
results.

Beyond these strategies, effective prompting entails various tactics. These include: providing detailed context and specific information in your prompts; adopting a persona: (i.e., a historian, a research professor); and employing delimiters (i.e., quotes, double quotes, triple quotes and tags) to structure and clarify different parts of the prompt.

Context Information: Including detailed context and specific information in your prompt.
Adopting a Persona: Instructing the AI to respond as a specific persona (e.g., a historian, a journalist).
Using Delimiters: Employing delimiters (e.g., quotes, tags) to structure and clarify different parts of the prompt. [Insert a slide image showcasing delimiter use here].

Integrating Prompt Engineering to Enhance Lesson Design

Prompt engineering can be integrated into the classroom to enhance the teaching and learning experience. By carefully crafting prompts, teachers can guide Al to produce tailored, relevant, and engaging content. ChatGPT is a powerful language model that can handle varied tasks from drafting, analyzing, and summarizing textual content, to translating, performing grammar checking, and more. However, to leverage Al effectively, it is important to provide clear and specific instructions detailing the context and specifics of the educational goal in crafting meaningful AI prompts.

In the prompting workshop, Ellen Seto of TALIC engaged teachers in two hands-on activities including collaboration with participants in writing an abstract for a student research paper, and preparing a summary for a grant proposal. The teachers who participated in the workshop were provided pre-designed “standardized prompts” to guide them to tailor their prompts to their own T&L context. The teachers experimented with different descriptive words, made changes to the AI persona, and applied delimiters to modify their prompts in ChatGPT based on the results they observed. They are able to evaluate whether the wordings that they applied in their prompts effectively express the intended results they desired to generate. Employing carefully crafted standard prompts supplemented with precise word definitions, roles and context descriptions as stated by Spasié and Jankovic (2023), has the potential to enhance the strategy design and lesson preparation of teachers who are working in collaboration with AI.

Challenges and Future Outlooks

ChatGPT is an evolving language model, it is not perfect and there are limitations to consider. ChatGPT’s answers are based directly on the prompt that a user provides, it is important to note that there may be potential biases based on how one phrases the prompt. It is important to fact check ChatGPT’s response because it can provide inaccurate, biased or outdated answers. In addition, the chatbot models also may not be trained with specific expert knowledge on highly specialised subjects. Hence, references and citations should always be checked for accuracy. AI Chatbot models also may not be able to provide the same level of human insight as a person on understanding cultural practices, human habits, slang and idioms etc. For those queries, human subjects are a source of more sensible answers.

AI tools such as ChatGPT, when used effectively, offer significant potential for enhancing teaching and learning. Even with the given restrictions associated with the use of artificial intelligence, effective prompt engineering gives teachers and students the ability to harness the immense potential of AI, which may elevate the learners interest and improve teaching and learning outcomes. What we are interested in learning most in the future is: How can we best enable teaching and learning through building AI-human partnerships?