Martina Albanese, Elisabetta Fiorello, Giuseppa Compagno


This paper intends to outline possible paths to guide university students to a critical use of ChatGPT and to explore the software's limits and potential as an educational tool to be integrated in learning activities and in the processes of searching for reliable sources, through metacognitive reflection. For process and product assessment, the use of the Meta-reflection Form on the use of ChatGPT plays a fundamental role.


Laboratory; chatGPT; artificial intelligence; evaluation

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DOI: https://doi.org/10.32043/gsd.v8i3.1135


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