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L'intelligence artificielle générative dans l'éducation entrepreneuriale : un levier d'évaluation de la posture d'accompagnateur

Author

Listed:
  • Christophe Leyronas

    (TBS - Toulouse Business School)

  • Stéphanie Loup

    (LGTO - Laboratoire de Gestion et des Transitions Organisationnelles - UT3 - Université Toulouse III - Paul Sabatier - UT - Université de Toulouse, IUT Paul Sabatier - Institut Universitaire de Technologie - Paul Sabatier - UT3 - Université Toulouse III - Paul Sabatier - UT - Université de Toulouse)

  • Olivier Catteau

    (IRIT-SIERA - Service IntEgration and netwoRk Administration - IRIT - Institut de recherche en informatique de Toulouse - UT Capitole - Université Toulouse Capitole - UT - Université de Toulouse - UT2J - Université Toulouse - Jean Jaurès - UT - Université de Toulouse - UT3 - Université Toulouse III - Paul Sabatier - UT - Université de Toulouse - CNRS - Centre National de la Recherche Scientifique - Toulouse INP - Institut National Polytechnique (Toulouse) - UT - Université de Toulouse - TMBI - Toulouse Mind & Brain Institut - UT2J - Université Toulouse - Jean Jaurès - UT - Université de Toulouse - UT3 - Université Toulouse III - Paul Sabatier - UT - Université de Toulouse, IUT Paul Sabatier - Institut Universitaire de Technologie - Paul Sabatier - UT3 - Université Toulouse III - Paul Sabatier - UT - Université de Toulouse)

  • Teresi Laurent

    (LERASS - Laboratoire d'Etudes et de Recherches Appliquées en Sciences Sociales - UPVM - Université Paul-Valéry - Montpellier 3 - UT2J - Université Toulouse - Jean Jaurès - UT - Université de Toulouse - UT3 - Université Toulouse III - Paul Sabatier - UT - Université de Toulouse, IUT Paul Sabatier - Institut Universitaire de Technologie - Paul Sabatier - UT3 - Université Toulouse III - Paul Sabatier - UT - Université de Toulouse)

Abstract

This paper explores the integration of generative artificial intelligence (GAI) in entrepreneurial education (EE) and its impact on assessing students' skills, particularly their role as mentors. its impact on assessing students' mentoring posture. It examines how GAI can enhance active pedagogies in entrepreneurship by simulating interactions with virtual entrepreneurs and contributing to experiential learning. The study is based on an experiment conducted using the TIPS tool, which allows students to interact with an entrepreneur simulated by GAI. The study also highlights the complementarity between summative assessment (based on the final deliverable) and formative assessment (analysis of interactions during the learning process). GAI enables insight into the "black box" of the learning process by tracking interactions and identifying students' skills, particularly in terms of critical analysis and mentoring posture. Finally, the paper discusses the limitations and paradoxes related to the use of GAI in educational assessment, particularly concerning the standardization of feedback and the technologization of evaluation processes. Despite these limitations, GAI proves to be a valuable tool for assessing the mentoring posture of students.

Suggested Citation

  • Christophe Leyronas & Stéphanie Loup & Olivier Catteau & Teresi Laurent, 2025. "L'intelligence artificielle générative dans l'éducation entrepreneuriale : un levier d'évaluation de la posture d'accompagnateur," Post-Print hal-05003859, HAL.
    • Handle: RePEc:hal:journl:hal-05003859
    Note: View the original document on HAL open archive server: https://ut3-toulouseinp.hal.science/hal-05003859v1
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