Week 4 Blog

 

Last week, digital curation was the focus which included finding sources with reliable and relatable information. The end of this topic that looks at generative AI and digital storytelling is interesting because of the misinformation that AI can give a digital learner, but also the potential for teaching that it provides. 


An idea that can be explored from the readings provided this week is the relation between interactive engagement with the learner and AI, and how it can enable digital storytelling to help people learn. Kim & Li (2021) notes that digital storytelling is a good tool because it makes learning more personalised and engaging to students. As a result, the motivation and creativity of students is enhanced instead of sitting through the regular routine of lectures or getting spoken to. For example, Canva offers an AI teaching tool that can generate resources to be used in classrooms. 

 


https://www.canva.com/ai-for-teachers/ 


Using AI like this evolves the students' learning by not just reading notes but having an entertaining classroom session. The study conducted had results that reinforce this idea of increased engagement by students. It could have been led by media sources like AI which can make a different learning experience (2021). 


Opposing this is also the number of prompts on sites like ChatGPT that give incorrect information on a topic. As of recent times ChatGPT has improved in this due to the nature of the app itself. Raumaul et al. (2024) notes the accumulation of modern AI and how recent models can improve results compared to old chat bots that were limited to predefined answers based on the prompt. 

 


https://www.webfx.com/blog/ai/chatgpt-fails/ 


As seen by this artifact ChatGPT was unable to process this request in 2023, however when I input the same question now it gives the correct answer to the same question. ChatGPT demonstrates it has ability to grow, but how would you know if you are getting the correct answer in the first place. Skills like digital curation would suffer from these results as digital curation relies on gathering trustworthy and relevant information, which ChatGPT or other AI models may struggle to provide. I have had experience with AI giving false source material, where clicking on the link does not take you to a known or reliable source. This is a disadvantage for using AI whilst being a digital learner and the benefits to developing digital curation as a skill. Digital curators pick relevant information that AI can sometimes not provide (Tsybulski, 2020), consequently it is less effective when linking it to the previous blog I made around media selection.  


Gibbons, M. (2026, January 14). 6 ChatGPT fails that show the dangers of relying too much on AI. WebFX. https://www.webfx.com/blog/ai/chatgpt-fails/ 

Kim, D., & Li, M. (2021). Digital storytelling: facilitating learning and identity development. Journal of Computers in Education, 8(1), 33–61


Ramaul, L., Ritala, P., & Ruokonen, M. (2024). Creational and conversational AI affordances: How the new breed of chatbots is revolutionizing knowledge industries. Business Horizons, 67(5), 615–627.  

Tsybulsky, D. (2020). Digital curation for promoting personalized learning: A study of secondary-school science students’ learning experiences. Journal of Research on Technology in Education, 52(3), 429–440.






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