Abstract:
We live in a world where technology has become a dictator in shaping education. The integration of Artificial Intelligence (AI) has transformed the way students approach learning and assessment. This paper explores the profound implications of AI, particularly Generative AI such as ChatGPT, on student learning behaviours and academic integrity. The discussion of this paper is situated on the philosophies of Erin Manning and Karen Barad, as I propose speculative drama as a potent pedagogical tool to counteract the growing reliance on AI-generated content, thus fostering creativity and critical engagement in students.
The infusion of AI in education has presented a dual-edged phenomenon: unprecedented access to information and learning tools on side, and the potential erosion of critical thinking and the originality of work on the other. This paper situated itself within the increasing discourse on AI in education, emphasising the necessity for methods that reinvigorate student engagement and intellectual rigor.
This study explores how speculative drama, an arts-based methodology developed with young co-researchers from Sri Lanka and Australia, counters the passive consumption of AI-generated content. By engaging students in imaginative and critical scenarios, speculative drama fosters creativity and active learning, balancing AI's benefits with essential cognitive skills. The paper combines theoretical insights and practical implications, examining AI's impact on learning behaviours through Manning’s relations movement theory and Barad’s concept of intra-action. It demonstrates how speculative drama disrupts AI dependency by immersing students in future-oriented scenarios that require original thought and problem-solving, enhancing engagement and reinstating the value of intellectual effort and creativity in academic pursuits.
This paper calls for a comprehensive re-evaluation of pedagogigcal strategies in the AI era, emphasising innovative approaches that leverage technology's benefits while mitigating its drawbacks. Speculative drama, with its focus on imaginative engagement and active learning, offers a compelling solution, transforming students from passive consumers to active participants in their educational journeys.
The infusion of AI in education has presented a dual-edged phenomenon: unprecedented access to information and learning tools on side, and the potential erosion of critical thinking and the originality of work on the other. This paper situated itself within the increasing discourse on AI in education, emphasising the necessity for methods that reinvigorate student engagement and intellectual rigor.
This study explores how speculative drama, an arts-based methodology developed with young co-researchers from Sri Lanka and Australia, counters the passive consumption of AI-generated content. By engaging students in imaginative and critical scenarios, speculative drama fosters creativity and active learning, balancing AI's benefits with essential cognitive skills. The paper combines theoretical insights and practical implications, examining AI's impact on learning behaviours through Manning’s relations movement theory and Barad’s concept of intra-action. It demonstrates how speculative drama disrupts AI dependency by immersing students in future-oriented scenarios that require original thought and problem-solving, enhancing engagement and reinstating the value of intellectual effort and creativity in academic pursuits.
This paper calls for a comprehensive re-evaluation of pedagogigcal strategies in the AI era, emphasising innovative approaches that leverage technology's benefits while mitigating its drawbacks. Speculative drama, with its focus on imaginative engagement and active learning, offers a compelling solution, transforming students from passive consumers to active participants in their educational journeys.