S01-44 00

Some natural language processing tools in teaching-learning contexts


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Lucía Amorós PovedaUniversidad de Murcia



Artificial intelligence (AI) has been and still is a term associated with science fiction movies. Nowadays is known that AI is simply a machine that, paradoxically, is not very intelligent after all. Technological advances in engineering, computer science, and robotics have generated working environments that fuse, through algorithms, a lot of information very quickly. In particular, technology based on natural language processing (NLP) exemplifies this definition. In the case of NLP-based technology, the amount of information and the speed with which it is handled generates products that favor interactivity with a more or less reasonable probability of responses.


In response to the needs that arise within the European action COST UniDIve (https://www.cost.eu/actions/CA21167/), the objective is to collect tools based on natural language processing (NLP) that allow experimentation in the classroom.


To do so, initially, technical information obtained mainly from two fields is used. On the one hand, linguistic approaches are used, and on the other hand, texts related to NLP engineering are analyzed. In this way, the aim is to study the use and impact of a new means of communication-based on Language Technology, knowing the programming systems and the way they operate. From the tools obtained, ChatGPT is used and is proposed within the degree in Pedagogy. For this purpose, the subject Final Degree Project is used. In a group of five students (1 man and 4 women), one person (woman) agrees to use it.


The discussion focuses on two main issues. The first, a common concern, refers to the catastrophic implosion of artificial intelligence in education. It is feared that it will order what to do, direct under controlled discourse, eliminate creativity, or even finish with autonomy. Secondly, it is worth discussing the skills involved in the use of language technology when it comes to developing original work.


Three results have been obtained from the work carried out. Firstly, a list of tools based on Language Technology is available, favoring exploration within university classrooms. Secondly, the bibliography handled together with training within the COST UniDive action allows us to reflect on the possibilities of integrating this technology into the classroom to promote linguistic diversity. The third result has been the completion of the Final Degree Project using ChatGPT as a guide and counselor in the first phase of the elaboration process.

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