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ProfGPT: A GenAI Tool for Student Engagement Beyond the Classroom

In this presentation, I am planning to share my experience of using ProfGPT, a GenAI tool, to engage students beyond the classroom, a project funded by the Centre for Excellence in Learning & Teaching. The first theoretical foundation for this project is the seminal work of Ebbinghaus which reveals that people rapidly forget things they learn due to decay, interference and the absence of appropriate retrieval cues (1964). The literature on retention of learning suggests teachers establish a “table trace” in memory by repeated exposure to course content (Ausubel, 2000; Conway et al. 1991; Nungester and Duchastel 1982). The second theoretical background for the project is Revised Bloom’s Taxonomy (RBT) (Forehand 2005; Radmehr and Drake 2018; Virranmäki et al. 2020), which proposes six levels of cognitive processes: remembering, understanding, applying, analyzing, evaluating, and creating, the first two being essential for developing the other four higher-order skills (Anderson and Krathwohl 2001; Anderson et al. 2014). Generative Artificial Intelligence (GenAI) tools utilize deep learning models such as gpt-4 to generate assessments (e.g., grade, comments) in the form of natural languages (Das et al., 2023), and therefore holds the potential to engage with individual students and provide personalized responses on students’ questions on course content. The GenAI tool I have used is ProfGPT, which takes advantage of gpt-3.5 and is deployed using AWS for speed and security. The application exclusively relies on databases on business process management, thus avoiding common GenAI limitations such as misrepresentation. It is long believed that learning beyond the classroom would help enrich learning and elevate students’ academic performance (Chan et al. 2006; Piau et al. 2019; So et al. 2008). A multi-phased approach has been designed to examine the changes in student engagement over time and the role of the GenAI tool in the retention of knowledge and enhancement of cognitive skills, thus offering insights into the impact of the GenAI tool on student engagement and learning outcomes.

Presenters

Experiential Learning: Simulations from Live-Actor to Asynchronous Online

Simulations have multiple uses in training and education as intensive forms of role-play. As models analogous to real-world situations, simulations offer students opportunities to learn challenging skills in lower-stakes environments. Building on a background in live-actor simulation for medical education, the researcher created an online simulation that evolved from in-class, to hybrid, to fully online asynchronous delivery for students in a Risk and Crisis Communication course. This simulation acts as a capstone, testing students’ abilities to rapidly apply course theory, including concepts of stakeholder audiences, confidentiality, ethics, and transparency. Based on a credible fictional scenario, the simulation assumes the students have been hired as crisis communication consultants by a restaurant chain experiencing health and safety concerns, and a subsequent public relations crisis. The scenario evolves in real-time over 30-45 minutes with students receiving messages from various stakeholders, sometimes with competing interests. At the end of the simulation, students write a news release applying course concepts and based on information from the simulation. Students are also debriefed, either verbally or through a reflective memo. Students report finding the simulation daunting, but also fun and exciting. They test and apply their knowledge, improving their confidence before graduating into professional communication careers. Such simulations can be adopted for use in a variety of courses and disciplines (e.g., business, medicine, law, engineering, design, etc.).

Presenters

Integrating Emerging Technology to Enhances the Live Sport Experience

In the evolving landscape of live sports experiences, emerging technologies are shaping consumer behaviors and patterns. This presentation aims to examine how AI, Shared Reality, Mixed Reality, and live sport production intersect to transform the fan experience. Focusing on the Mattamy Athletic Centre as a space for integration, this research seeks to exemplify how these technologies can revolutionize the in-home multi-platform experience. By exploring consumer behaviors and patterns related to this enhanced experience, this study aims to shed light on the impact of new technologies on the live sport ecosystem and ways it can be incorporated into production-based courses.

Presenters