Paper Short Abstract:

This poster explores generative AI's role in student content creation, memory, and self-understanding.​ It highlights implications to collective memory, representational practices and personal narrative creation.

Paper Abstract:

This poster explores the integration of generative AI in student, building of personal experiences and interviews. The poster emphasizes how technology influences how students group their thoughts, think about time, recreate ‘memories’.

The goal my study was to contribute to existing discussions on the discursive perspectives on AI in education. By using lived experiences, I’m examining gAI’s role in aiding student’s content creation, how it assists students in interrogating institutional authority and enhances understanding of self. This work is situated was inspired by Herbert Blumer, Nicole Maurantonio, Martin Heiddegger, and Lisa Nakamura, among others. In this the poster I am to encrouage a rethinking of symbolic construction as it traditionally occurred.

The telos is to understand how gAI works with mental processes both in cataloging experiences and in forming collective memory. AI is changing the way we think about folklore; through interviews I explore the role of memory and imagination as intertwined with co-creation. Pre-lim interviews indicated that gAI assisted students in linking representational practices and narratives, especially when they wrote personal stories. for example, a student who is from a war zone using gAI to mentally locate landmarks that no longer exist. By co-creating assignments, gAI results in the formation of alternative discourses, for better or for worse.

In this I also foreground ethical considerations, emphasizing the need for students to verify AI-generated content and understand its limitations. This poster concludes by advocating for the thoughtful integration of AI in education, suggesting that banning these tools is impractical.