{"id":86,"date":"2025-06-14T02:31:52","date_gmt":"2025-06-14T09:31:52","guid":{"rendered":"https:\/\/blogs.ubc.ca\/scaffoldingchatbots\/?page_id=86"},"modified":"2025-06-22T23:26:43","modified_gmt":"2025-06-23T06:26:43","slug":"about","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/scaffoldingchatbots\/about\/","title":{"rendered":"About"},"content":{"rendered":"\n
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Yan Gao<\/h2>\n\n\n\n

Educational Developer helping faculty design better teaching\u2014also known to ask ChatGPT for unexpected wisdom, like the daily zodiac.

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Duncan Hamilton<\/h2>\n\n\n\n

Instructional Designer and Developer in higher education – often asks ChatGPT what to cook for dinner.
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A Reflection on Our Learning Journey<\/strong><\/h4>\n\n\n\n

As we built this website, we found ourselves revisiting familiar concepts\u2014like the different types of chatbots and Vygotsky\u2019s learning theory. But what made this experience especially meaningful was how much we learned beyond what we already knew. Through online research and reviewing academic literature, we gained deeper insights into the current chatbot market and the ways these tools are being applied in real-world educational settings. It\u2019s been a truly rewarding learning process.<\/p>\n\n\n\n

At the same time, our exploration reaffirmed what we initially suspected: there are still very few chatbot or AI tools that genuinely support personalized learning, act as a \u201cmore knowledgeable other,\u201d or provide meaningful scaffolding to help learners grow.<\/p>\n\n\n\n

This realization prompted us to think more critically. In an era where AI is rapidly transforming education, how do we, as educators, find our footing? How can we thoughtfully navigate this change, maintain a sense of balance, and leverage tools like chatbots to support\u2014not replace\u2014human-centered learning? These are the questions we continue to explore.<\/p>\n\n\n\n

We hope this website can offer a small spark\u2014something to get you thinking, reflecting, and perhaps even questioning what role AI should play in the future of education.<\/p>\n\n\n\n

AI Statement<\/h2>\n\n\n\n

Throughout this project, I used AI tools to support my work in several ways. I relied on AI to help search and summarize scholarly literature (Scopus AI), brainstorm ideas during the early planning stages (ChatGPT and Gemini 2.5), and refine the language and grammar of my writing as an ESL (English as a Second Language) user (Grammarly). These tools supported the development of my thinking and communication, while all final decisions and content were critically reviewed and authored by me.–Yan<\/p>\n\n\n\n

I used Anthropic’s Claude during the development of this project for ideation and feedback. It served as a powerful debugger and coding assistant in the development of the MKO chatbot and Chatbot Spectrum interaction. It was also very good at coming up with multiple-choice options for the H5p interactions. ChatGPT was used to generate the avatar of the MKO chatbot. –Duncan<\/p>\n\n\n\n

References<\/h2>\n\n\n\n

5 AI Trends Reshaping Education: Data & Applications. Retrieved from: here.<\/a> <\/p>\n\n\n\n

AI in Education Market Size and Forecast 2025 to 2034. Retrieved from: here<\/a>.<\/p>\n\n\n\n

AI In Education Market Size & Share | Industry Report, 2030<\/em>. (n.d.). Retrieved June 21, 2025, from https:\/\/www.grandviewresearch.com\/industry-analysis\/artificial-intelligence-ai-education-market-report<\/a><\/p>\n\n\n\n

AI Machines Have Beaten Moore\u2019s Law Over The Last Decade, Say Computer Scientists<\/em>. (n.d.). Discover Magazine. Retrieved June 21, 2025, from https:\/\/www.discovermagazine.com\/technology\/ai-machines-have-beaten-moores-law-over-the-last-decade-say-computer<\/a><\/p>\n\n\n\n

Aleven, V., McLaren, B.M., & Koedinger, K.R. (2022). Towards computer-based tutoring that adapts to students\u2019 cognitive and affective states. Journal of Educational AI, 8<\/em>(3), 145-163.<\/p>\n\n\n\n

API Platform<\/em>. (n.d.). Retrieved June 21, 2025, from https:\/\/openai.com\/api\/<\/a><\/p>\n\n\n\n

Brady, J., Kuvalja, M., Rodrigues, A., & Hughes, S. (2024). Does ChatGPT make the grade?<\/em>https:\/\/doi.org\/10.17863\/CAM.106034<\/a><\/p>\n\n\n\n

D\u2019Agostino, S. (n.d.). AI Writing Detection: A Losing Battle Worth Fighting<\/em>. Inside Higher Ed. Retrieved June 21, 2025, from https:\/\/www.insidehighered.com\/news\/tech-innovation\/artificial-intelligence\/2023\/01\/19\/academics-work-detect-chatgpt-and-other-ai<\/a><\/p>\n\n\n\n

Deep Chat<\/em>. (n.d.). Retrieved June 21, 2025, from https:\/\/deepchat.dev\/<\/a><\/p>\n\n\n\n

DeVaney, J. (n.d.). AI and Education: Shaping the Future Before It Shapes Us<\/em>. Inside Higher Ed. Retrieved June 19, 2025, from https:\/\/www.insidehighered.com\/opinion\/columns\/learning-innovation\/2025\/03\/04\/ai-and-education-shaping-future-it-shapes-us<\/a><\/p>\n\n\n\n

Evans, J. (2023). How to differentiate a thin GPT wrapper from a THICK GPT wrapper<\/em>. https:\/\/command.ai\/blog\/gpt-wrapper\/<\/a><\/p>\n\n\n\n

Fridman, L. (2024, November 11). Transcript for Dario Amodei: Anthropic CEO on Claude, AGI & the Future of AI & Humanity | Lex Fridman Podcast #452. Lex Fridman<\/em>. https:\/\/lexfridman.com\/dario-amodei-transcript\/<\/a><\/p>\n\n\n\n

Gratton, P. (2025). How an Economic Moat Provides a Competitive Advantage<\/em>. Investopedia. https:\/\/www.investopedia.com\/ask\/answers\/05\/economicmoat.asp<\/a><\/p>\n\n\n\n

Korhonen, P. (2025, March 5). The tyranny of chatbots\u2014Or why the future is multimodal. Bootcamp<\/em>. https:\/\/medium.com\/design-bootcamp\/the-tyranny-of-chatbots-or-why-the-future-is-multimodal-11114432a1a5<\/a><\/p>\n\n\n\n

Labadze, L., Grigolia, M., & Machaidze, L. (2023). Role of AI chatbots in education: Systematic literature review. International Journal of Educational Technology in Higher Education, 20<\/em>(1), 56-17.<\/p>\n\n\n\n

Moore\u2019s law. (2025). In Wikipedia<\/em>. https:\/\/en.wikipedia.org\/w\/index.php?title=Moore%27s_law&oldid=1296419715<\/a><\/p>\n\n\n\n

Niloy, A. C., Hafiz, R., Hossain, B. M., Gulmeher, F., Sultana, N., Islam, K. F., Bushra, F., Islam, S., Hoque, S. I., Rahman, M., & Kabir, S. (2024). AI chatbots: A disguised enemy for academic integrity? International Journal of Educational Research Open<\/em>, 7<\/em>, 100396. https:\/\/doi.org\/10.1016\/j.ijedro.2024.100396<\/a><\/p>\n\n\n\n

Slagg, A. (2024). AI in Education in 2024: Educators Express Mixed Feelings on the Technology\u2019s Future<\/em>. Technology Solutions That Drive Education. https:\/\/edtechmagazine.com\/k12\/article\/2024\/09\/ai-education-2024-educators-express-mixed-feelings-technologys-future-perfcon<\/a><\/p>\n\n\n\n

Vygotsky, L. S. (1978). Mind in Society: Development of Higher Psychological Processes<\/em>. Harvard University Press. https:\/\/doi.org\/10.2307\/j.ctvjf9vz4<\/a><\/p>\n\n\n\n

Wenjuan Ma, Wenjing Ma, Yongbin Hu, & Xinyu Bi. (2025). The Who, Why, and How of AI-Based Chatbots for Learning and Teaching in Higher Education: A Systematic Review. Education and Information Technologies, 30<\/em>(6), 7781\u20137805.<\/a><\/p>\n\n\n\n

Zhang, L., Yu, J., Zhang, S., Li, L., Zhong, Y., Liang, G., Yan, Y., Ma, Q., Weng, F., Pan, F., Li, J., Xu, R., & Lan, Z. (n.d.). Unveiling the Impact of Multi-Modal Interactions on User Engagement: A Comprehensive Evaluation in AI-driven Conversations<\/em>.<\/p>\n\n\n\n

Zhou, W. (n.d.). Is AI as capable as humans? Here\u2019s how far artificial intelligence has come. Verbit<\/em>. Retrieved June 21, 2025, from https:\/\/verbit.ai\/general\/is-ai-as-capable-as-humans-heres-how-far-artificial-intelligence-has-come\/<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Yan Gao Educational Developer helping faculty design better teaching\u2014also known to ask ChatGPT for unexpected wisdom, like the daily zodiac. Duncan Hamilton Instructional Designer and Developer in higher education – often asks ChatGPT what to cook for dinner. A Reflection on Our Learning Journey As we built this website, we found ourselves revisiting familiar concepts\u2014like […]<\/p>\n","protected":false},"author":105144,"featured_media":0,"parent":0,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-86","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/scaffoldingchatbots\/wp-json\/wp\/v2\/pages\/86","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/scaffoldingchatbots\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/scaffoldingchatbots\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/scaffoldingchatbots\/wp-json\/wp\/v2\/users\/105144"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/scaffoldingchatbots\/wp-json\/wp\/v2\/comments?post=86"}],"version-history":[{"count":17,"href":"https:\/\/blogs.ubc.ca\/scaffoldingchatbots\/wp-json\/wp\/v2\/pages\/86\/revisions"}],"predecessor-version":[{"id":186,"href":"https:\/\/blogs.ubc.ca\/scaffoldingchatbots\/wp-json\/wp\/v2\/pages\/86\/revisions\/186"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/scaffoldingchatbots\/wp-json\/wp\/v2\/media?parent=86"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}