An Autoethnographic Perspective on Teaching Soft Skills Using Multiplayer Online Games

Knauf, Karina; Deidersen, Lara; Söbke, Heinrich; Springer, Christian

doi:10.1007/978-3-031-22124-8_9

Cited by 3 publications

(1 citation statement)

References 16 publications

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“…In general, autoethnography is defined as a research method that aims at describing and analyzing personal experiences to understand mostly cultural phenomena, often in a broader sense [50]. Applications include, amongst others, the experience of studying abroad during an epidemic [51] or learning practices in multiplayer online games [52]. Accordingly, autoethnography is regarded in this study as a valid method for capturing the potential uses of ChatGPT.…”

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Potentials and Challenges of Chatbot-Supported Thesis Writing: An Autoethnography

Schwenke,

Söbke,

Kraft

2023

Trends in Higher Education

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The release of the large language model-based chatbot ChatGPT 3.5 in November 2022 has brought considerable attention to the subject of artificial intelligence, not only to the public. From the perspective of higher education, ChatGPT challenges various learning and assessment formats as it significantly reduces the effectiveness of their learning and assessment functionalities. In particular, ChatGPT might be applied to formats that require learners to generate text, such as bachelor theses or student research papers. Accordingly, the research question arises to what extent writing of bachelor theses is still a valid learning and assessment format. Correspondingly, in this exploratory study, the first author was asked to write his bachelor’s thesis exploiting ChatGPT. For tracing the impact of ChatGPT methodically, an autoethnographic approach was used. First, all considerations on the potential use of ChatGPT were documented in logs, and second, all ChatGPT chats were logged. Both logs and chat histories were analyzed and are presented along with the recommendations for students regarding the use of ChatGPT suggested by a common framework. In conclusion, ChatGPT is beneficial for thesis writing during various activities, such as brainstorming, structuring, and text revision. However, there are limitations that arise, e.g., in referencing. Thus, ChatGPT requires continuous validation of the outcomes generated and thus fosters learning. Currently, ChatGPT is valued as a beneficial tool in thesis writing. However, writing a conclusive thesis still requires the learner’s meaningful engagement. Accordingly, writing a thesis is still a valid learning and assessment format. With further releases of ChatGPT, an increase in capabilities is to be expected, and the research question needs to be reevaluated from time to time.

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confidence: 99%

Potentials and Challenges of Chatbot-Supported Thesis Writing: An Autoethnography

Schwenke,

Söbke,

Kraft

2023

Trends in Higher Education

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Soft Skills and Their Assessment in the University Context: A Systematic Literature Review

Espinosa-Rodríguez

2024

Lecture Notes in Educational Technology

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Fostering Critical Soft Skills of Graduates for Employability and Professional Growth

Huzooree,

Soupramanien,

Rughoobur-Seetah

2024

Advances in Higher Education and Professional Development

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In the 21st century's evolving professional landscape, graduate employability and growth rely on critical soft skills. This chapter explores these essential soft skills for success in dynamic workplaces, emphasizing their growing importance. Employers now value soft skills for navigating complex environments and collaborating effectively. Reviewing existing literature, the chapter identifies key soft skills that enhance employability, career advancement, and job performance. It highlights the insufficiency of technical skills alone for organizational success, underscoring soft skills' pivotal role. Examining studies on work patterns and soft skills, the chapter proposes a framework to identify and prioritize essential soft skills, guiding educators, employers, and policymakers. It discusses challenges in developing these skills and suggests strategies for embedding them in education. By addressing these complexities, the chapter provides actionable insights to overcome challenges, enhancing graduates' readiness and adaptability in today's professional landscape.

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An Autoethnographic Perspective on Teaching Soft Skills Using Multiplayer Online Games

Cited by 3 publications

References 16 publications

Potentials and Challenges of Chatbot-Supported Thesis Writing: An Autoethnography

Potentials and Challenges of Chatbot-Supported Thesis Writing: An Autoethnography

Soft Skills and Their Assessment in the University Context: A Systematic Literature Review

Fostering Critical Soft Skills of Graduates for Employability and Professional Growth

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