Roberto Feltrero

El presente artículo deriva del proyecto de investigación [Referencia anonimizada para revisión] y supone un análisis comparativo de dos entrevistas realizadas, de manera respectiva, a la reconocida educadora artística Ana Mae Barbosa y a su avatar digital IA·MAE para explorar convergencias y diferencias de sus discursos vinculantes a la educación artística inclusiva. El avatar fue implementado en LLMEducakit, una plataforma propia especializada en aplicaciones educativas de Inteligencia Artificial Generativa. El estudio comparativo implica una codificación abierta - axial realizada mediante QualCoder, análisis de frecuencias en la intersección de códigos, co-ocurrencias y lectura discursiva. Como resultados, se ha hallado afinidad temática (marcos críticos y aspectos tecnoculturales), sin embargo, se advierte una divergencia performativa: el avatar se concentra en el registro teórico programático, mientras que la voz real de Barbosa se sitúa en el marco empírico de decisiones, ejemplos y personalización, ofreciendo un mayor índice de pragmatismo y transferibilidad.

Artificial Intelligence (AI) systems typically inherit biases from their training data, leading to discriminatory outcomes that undermine equity and inclusion. This issue is particularly significant when popular Generative AI (GAI) applications are used in educational contexts. To respond to this challenge, the study evaluates the effectiveness of dialogic reflection-based training for educators in identifying and mitigating biases in AI. Furthermore, it considers how these sessions contribute to the advancement of algorithmic justice and inclusive practices. A key component of the proposed training methodology involved equipping educators with the skills to design inclusive prompts—specific instructions or queries aimed at minimizing bias in AI outputs. This approach not only raised awareness of algorithmic inequities but also provided practical strategies for educators to actively contribute to fairer AI systems. A qualitative analysis of the course’s Moodle forum interactions was conducted with 102 university professors and graduate students from diverse regions of the Dominican Republic. Participants engaged in interactive activities, debates, and practical exercises addressing AI bias, algorithmic justice, and ethical implications. Responses were analyzed using Atlas.ti across five categories: participation quality, bias identification strategies, ethical responsibility, social impact, and equity proposals. The training methodology emphasized collaborative learning through real case analyses and the co-construction of knowledge. The study contributes a hypothesis-driven model linking dialogic reflection, bias awareness, and inclusive teaching, offering a replicable framework for ethical AI integration in higher education.

The “fake news” phenomenon is not limited to texts but can encapsulate the visual multimedia as well. In this regard, visual online disinformation is an emergent issue that demands to be addressed by researchers through an interdisciplinary and people-centred approach. This approach can take the shape of digital role-playing games, used as learning and training environments. The European YouVerify! project developed a serious game called “BotBusters” to help young people develop the know-how to comprehend the difference between genuine and manipulated images and videos, in a digital interactive scenario, with authentic news. This game could be played as a stand-alone, but most importantly it was embedded in the MOOC “Disinformation Step by Step”. This chapter aimed to illustrate the process of designing the serious game and understanding the user behaviour through in-game data. We expected that this gamified intervention would increase the level of user engagement with the educational content and would facilitate the practical use of the InVID-WeVerify plugin for visual disinformation. The findings provided a better understanding of how young users reflected on fake news and which was the best methodology to motivate them to move from a simple opinion to constant and thorough verification.

Project YouVerify! built up on project YouCheck!, and scaled up some of its main results. The main objective was to develop a Massive Open Online Course, the MOOC “Disinformation Step by Step”. The MOOC embedded the InVID-WeVerify plugin within MIL strategies to fight disinformation, including quizzes, serious games, etc. The MOOC was conducted in three languages (French, English, and Spanish) and over two iterations (November 2020–January 2021 and February–April 2022). It was concluded by a satisfaction questionnaire (N = 333) that provided insights into three major research questions: RQ1: Can the MOOC experience deliver learning gains and how? RQ2: Can MIL strategies support the fight against disinformation? RQ3: Can MIL engage heterogeneous MOOC participants in the fight against disinformation effectively? The results showed that the MOOC experience was up to the participants’ expectations and resulted in much lower rates of attrition than in most academic MOOCs; MIL strategies fostered the participants’ expectations in terms of their understanding of disinformation mechanisms as well as their use of fact-checking tools and techniques as well as refutation strategies; MIL confirmed its potential to train people massively and effectively.

El proyecto europeo YouVerify! tiene como objetivo desarrollar un programa de cursos y actividades para estimular la alfabetización mediática e informacional (AMI) entre estudiantes, profesionales de la información y profesores de todos los niveles educativos. El diseño de recursos pedagógicos AMI requiere contextualizar el trabajo del estudiante en el mismo tipo de medios y tecnologías de comunicación social en los que hoy accede a la información, y que son parte de sus actividades educomunicativas. El modelo de diseño de cursos masivos en línea sociales, sMOOC, es como una herramienta educomunicativa capaz de implicar a los estudiantes e interesados en actividades colaborativas a través de medios y herramientas sociales. Con una metodología de análisis cuantitativo, a partir de los datos del cuestionario de satisfacción voluntario que aportaron los participantes que realizaron el sMOOC, se estudia el interés de los mismos en los mecanismos de desinformación y las herramientas para la verificación y refutación de noticias falsas. Se revisa su percepción de la metodología social y abierta del sMOOC y su interés en difundir estas nuevas competencias entre sus estudiantes o colaboradores. Como conclusión, se destaca el alto grado de satisfacción que suscitó la iniciativa en la alfabetización con espíritu crítico. También, y gracias al componente social del sMOOC, destacó el interés que mostraron los participantes para desarrollar sus propios proyectos AMI como profesores o influencers.

Educational tasks for the development of competencies on the Sustainable Development Goals (SDGs) pose a challenge to educators due to the multidisciplinary and complex nature of these goals. It is necessary to develop innovative educational resources and tools that holistically account for this complexity and highlight the environmental and social components of these goals on an equal footing. A learning tool based on the serious games methodology, called BotBusters, is used to inoculate this type of knowledge and skills among young Europeans through a specific news verification activity. This game has been designed to collect interaction data (logs) and thus perform an analysis of players’ behavior, which allows us to understand their preferences and knowledge of the SDGs (specifically 3, 12, 13 and 15). The data collected yield interesting conclusions about the educational needs of young people in this field, showing their preferences for topics related to the environmental SDGs. This indicates that there is a need to promote awareness of the SDGs on social issues, especially those that require a more collective type of agreement and intervention.