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Generative chatbot-based artificial intelligence: a reflection from a sociodiscursive interactionism perspective

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  • Monferrer-Palmer, Aina
  • Dolz, Joaquim

Abstract

This study analyzes the educational impact of generative artificial intelligence, particularly chatbots such as ChatGPT, in key areas such as assessment, personalized learning, and text production. Based on an empirical approach tested through feedback on ten texts written by primary school students, the study addresses issues related to the differences between human and AI-generated writing, information management, the teaching of text genres, and the promotion of plurilingualism. The results show significant potential in text generation and correction, linguistic mediation, and autonomous practice, although limitations are also identified in contextual understanding, linguistic nuances, and creativity. The study highlights benefits such as the creation of personalized materials and metalinguistic reflection, but also warns of risks such as technological dependence and plagiarism. It concludes that these tools can enrich education if integrated in a critical and pedagogically guided way.

Suggested Citation

  • Monferrer-Palmer, Aina & Dolz, Joaquim, 2025. "Generative chatbot-based artificial intelligence: a reflection from a sociodiscursive interactionism perspective," SAP Social AI, South American Publishing.
    • Handle: RePEc:cwf:saiart:sai202548
    DOI: 10.62486/sai202548
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