Use Artificial Intelligence (AI) for teaching at FHNW School of Business

At the moment, most companies are experimenting with the adoption of generative AI tools, a phase described in Gartner's Hype Cycle as the “Trough of disillusionment". However, the emerging advantages of these generative AI tools do not seem to have been fully passed on to teaching.

Carla Kaufmann, 2023

Bachelor Thesis, Fachhochschule Nordwestschweiz FHNW
Betreuende Dozierende: Patrik Christen, Theresa Schmiedel
Keywords: Artificial Intelligence, teaching, AI in education, generative AI
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Generative AI tools like ChatGPT, Stable Diffusion or Soul Machines are becoming omnipresent. Still, at the FHNW, there are currently no concrete use cases on how to utilize these tools. This raises the issue that not everybody might keep up with the changing technological environment. Therefore, the research question was formulated: "How can AI be used for teaching at FHNW School of Business?" focusing specifically on generative AI.
To answer the research question, papers were analysed using results from Swisscovery, Google, Google Scholar, arXiv, Elsevier, SpringerLink, O'Reilly, IEEE Xplore and ACM Digital Library. Conducting a survey would have been an alternative approach, but as research on generative AI in teaching is still in its early stages, it has made more sense to first do an analysis based on existing research. The findings explore the effect of generative AI in programming, writing, communication, creativity and cognition.
The concern with current generative AI tools is that they are designed to be single-user oriented. However, establishing a multi-user friendly approach is essential for teaching. This calls for the investigation of a software which serves as a middleman. Since FHNW is already familiar with the collaboration platform “Miro”, it was proposed to use. The recommendation should lead to rethinking classical teaching for enabling students and teachers to share their thoughts together so that they can learn from each other. In addition, FHNW can start to think about the use of virtual avatars, which have been shown to change cognition and reduce discriminative biases. Students could benefit from experiencing less stress and teachers could get more out of class discussions as students have more courage to speak up. For training students for their professional careers, FHNW can do research in incorporating Large Language Models (LLM) into social robots for more natural sounding conversations. Overall, FHNW can benefit from an increased reputation and attractiveness by investigating how generative AI can be addressed in teaching.
Studiengang: Business Information Technology (Bachelor)
Fachbereich der Arbeit:
Vertraulichkeit: öffentlich
Art der Arbeit
Bachelor Thesis
Fachhochschule Nordwestschweiz FHNW, Basel
Autorinnen und Autoren
Carla Kaufmann
Betreuende Dozierende
Patrik Christen, Theresa Schmiedel
Sprache der Arbeit
Business Information Technology (Bachelor)
Standort Studiengang
Artificial Intelligence, teaching, AI in education, generative AI