Résumés
Résumé
Dans cet article, nous réfléchissons aux événements et expériences entourant l’utilisation de ChatGPT et d’autres outils d’intelligence artificielle générative (IAg) pour soutenir l’apprentissage étudiant. La théorie de l’autodétermination est utilisée pour structurer nos réflexions, ce qui nous permet de comprendre comment ChatGPT peut améliorer ou diminuer l’automotivation des étudiants et étudiantes, tout en soutenant leurs besoins psychologiques. En nous inspirant de nos expériences et de la littérature émergente, nous proposons des principes directeurs pour les professeurs et professeures afin de renforcer les avantages motivationnels de ChatGPT et de l’IAg, tout en minimisant leurs impacts négatifs.
Mots-clés :
- IA générative,
- ChatGPT,
- réflexions pédagogiques,
- théorie de l’autodétermination,
- soutien des besoins par le numérique
Abstract
In this paper, we reflect on classroom events and experiences surrounding the use of ChatGPT and other generative AI (GenAI) tools to support students’ learning. Self-determination theory is used as a lens to structure our reflections, allowing us to understand the ways in which ChatGPT can enhance or diminish students’ self-motivation by supporting or thwarting their basic psychological needs. Drawing on our experiences, as well as on findings from the emerging literature, we propose guiding principles for educators to enhance the motivational benefits of ChatGPT and GenIA while minimizing their negative impacts.
Keywords:
- Generative AI,
- ChatGPT,
- pedagogical reflections,
- self-determination theory,
- digital needs support
Parties annexes
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