Dissertation/Thesis
Transformative Nudges: Fostering Well-Being & Digital Literacy with Generative AI
| Τίτλος: | Transformative Nudges: Fostering Well-Being & Digital Literacy with Generative AI |
|---|---|
| Συγγραφείς: | Coates, Kay, Garner, Jessica |
| Πηγή: | Georgia International Conference on Information Literacy |
| Στοιχεία εκδότη: | Georgia Southern Commons |
| Έτος έκδοσης: | 2025 |
| Συλλογή: | Georgia Southern University: Digital Commons@Georgia Southern |
| Θεματικοί όροι: | Information Literacy, Generative AI, Nudge Theory, Digital Literacy, Education, Library and Information Science |
| Περιγραφή: | In a transformative, technological era heralded by the emergence and advancements of Generative Artificial (Gen AI), educational landscapes are gradually evolving. Evidently, opportunities go abegging, innovations and reflections become invitations to be accommodated. This presentation explores the harmonious interplay between Gen AI and Nudge Theory — a substantive framework grounded in behavioral science that encourages positive change that can be executed through gentle, strategic prompts. Carefully crafted prompts that could read like subtle interventions can profoundly influence learners' decisions and corresponding actions. Thus, Nudge Theory can be a utility vis-a-vis an effective approach for cultivating an adaptable educational culture within the academic arena. As educators, library practitioners and information professionals embark on the journey of integrating Gen AI, thoughtful nudges can foster acceptance and skillful application of these powerful tools. As an example, targeted curated resources and mindful reminders can inspire these educators, practitioners and professionals to embrace AI — enhance instructional design, personalize student learning experiences whilst at the same time promote self-care. It is worth noting that the integration of Gen AI significantly impacts digital and information literacy. These are essential skills in our increasingly interconnected world. By employing nudges, educators, library practitioners and information professionals can provide guidance in navigating vast digital landscapes to help learners discern credible information sources. Incorporating AI-driven tools can further enrich digital literacy by providing tailored feedback, fostering critical thinking, enhancing research and well-being capabilities which are essential to cultivating intentional, supportive, and educational environments. |
| Τύπος εγγράφου: | Thesis |
| Περιγραφή αρχείου: | application/pdf |
| Γλώσσα: | unknown |
| Relation: | https://digitalcommons.georgiasouthern.edu/gaintlit/2025/2025/12; https://digitalcommons.georgiasouthern.edu/context/gaintlit/article/2408/viewcontent/Transformative_Nudges_.pptx.pdf |
| Διαθεσιμότητα: | https://digitalcommons.georgiasouthern.edu/gaintlit/2025/2025/12 https://digitalcommons.georgiasouthern.edu/context/gaintlit/article/2408/viewcontent/Transformative_Nudges_.pptx.pdf |
| Rights: | http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Αριθμός Καταχώρησης: | edsbas.628818D8 |
| Βάση Δεδομένων: | BASE |
| Η περιγραφή δεν είναι διαθέσιμη |