Artificial Intelligence through narrative: how much is intelligence and how much is artificial?

Abstract

Artificial intelligence has emerged in the context of educational technologies. It has positioned itself alongside a generational change led by Centennials and maintains some of the concerns of the past regarding abuse, misuse or overuse. However, ethics stands as a bulwark against this, influencing what, how and, moreover, how much should be learned. The methodology chosen for this research is narrative, using interviews as the technique and the interview script as the instrument, which was conducted with a university professor linked to educational technology. The results are organised into ten thematic areas that reflect the participant’s opinion and are supported by relevant analysis. From unfounded concerns to others that are better argued, the need to search for or verify information is decisive in how data is extracted from generative artificial intelligence. Finally, the conclusions answer the five research questions that confront superior intelligence in the 21st century. To achieve the ideal use of artificial intelligence, it is necessary to unlearn and relearn, as well as to establish new ways of teaching on the part of teachers and of relating to the possibility of copying on the part of students.