Artificial intelligence-supported learning tools are increasingly being introduced into educational environments to enhance students' critical literacy and their ability to evaluate online information. This study explores the perspectives of educators and experts on an AI-supported chatbot integrated into a gamified learning environment designed to help identify misinformation in primary education. The research is based on qualitative feedback gathered through open-ended questionnaire responses from ICT teachers, educational advisors, and UX experts who evaluated the system. These responses provide insights into the participants' perceptions regarding the pedagogical relevance, usability, and potential classroom applicability of AI-based educational tools. Rather than focusing solely on quantitative evaluation models, this study emphasizes how qualitative feedback from stakeholders can enhance our understanding of the practical and pedagogical implications of AI-supported learning systems. By analyzing participants' reflections, this study explores how educators interpret the role of artificial intelligence, scaffolding mechanisms, and gamified interactions in fostering critical engagement with online information. Ultimately, this research contributes to ongoing discussions about artificial intelligence in education by highlighting the importance of incorporating stakeholder perspectives in the design and evaluation of AI-based learning environments.

Authors:
Androniki Koutsikou, Ionian University, Greece
Valia Kaimaki, Ionian University, Greece
Nikos Antonopoulos, Ionian University, Greece

About the Presenter(s)
Koutsikou Androniki is a PhD candidate in Digital Media and Communication at the Ionian University, a primary school computer science teacher, and a researcher in UX, HCI, and gamification in education.

Connect on ResearchGate
https://www.researchgate.net/profile/Androniki-Koutsikou

See this presentation on the full schedule – On Demand Schedule

Bookmark