GenAI-Enhanced Learning: A Framework to Align the Third Level of Bloom's Taxonomy
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| Publicado en: | European Conference on e-Learning (Oct 2025), p. 440-449 |
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| Autor principal: | |
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Academic Conferences International Limited
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| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
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| 100 | 1 | |a Toulali, Hafsa | |
| 245 | 1 | |a GenAI-Enhanced Learning: A Framework to Align the Third Level of Bloom's Taxonomy | |
| 260 | |b Academic Conferences International Limited |c Oct 2025 | ||
| 513 | |a Conference Proceedings | ||
| 520 | 3 | |a Since the first release of ChatGPT, every aspect of today's world has been impacted. Artificial intelligence is no longer confined to high-tech companies or large industrial R&D departments. Countless smartphone applications are being continuously launched and immediately adopted by end users. In view of this, ethical concerns have been raised in several studies, emphasizing the urgent need for the responsible use of generative AI. The education system is no exception. Students across academic levels now use generative AI for essay writing, coding, and project-based assignments. Pedagogical and EdTech researchers worldwide express increasing concern about the future of education. However, the detrimental effects of using these tools have become evident. Recent studies have observed a significant decline in students' competencies in fundamental subjects such as mathematics and languages. Furthermore, the role of teachers extends beyond presenting information to students. Teaching is a complex process that involves providing learner support, closely guiding students, and offering learning paces tailored to their needs. While AI cannot replace educators, action plans are needed to adapt to the undeniable presence of generative AI in education. Thus, this study asks how we can harness the power of AI to assist teachers to design classroom activities, rather than focusing on student use of these tools or imposing bans in schools and universities. We therefore explored the alignment of Bloom's Taxonomy levels with AI-enhanced learning, specifically leveraging the third level of Bloom's Taxonomy, "Applying". This paper introduces a framework to assist teachers in designing workshops and learning activities. By applying acquired knowledge through AI-powered simulations, and grounding this approach in Kolb's Experiential Learning Theory, the framework aims to reinforce cognitive domain concepts from Bloom's Taxonomy while placing experiential learning at its core and offering substantial added value to the learning experience. | |
| 653 | |a Pedagogy | ||
| 653 | |a Students | ||
| 653 | |a Workshops | ||
| 653 | |a Blooms taxonomy | ||
| 653 | |a Instructional design | ||
| 653 | |a Generative artificial intelligence | ||
| 653 | |a Knowledge management | ||
| 653 | |a Taxonomy | ||
| 653 | |a Learning theory | ||
| 653 | |a Learning activities | ||
| 653 | |a Teachers | ||
| 653 | |a Chatbots | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Simulation | ||
| 653 | |a Science education | ||
| 653 | |a Experiential learning | ||
| 653 | |a Education | ||
| 653 | |a End users | ||
| 653 | |a Engineering education | ||
| 653 | |a Intelligent Tutoring Systems | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Learning Processes | ||
| 653 | |a Learning Theories | ||
| 653 | |a Learning Experience | ||
| 653 | |a Educational Technology | ||
| 653 | |a Grading | ||
| 653 | |a Cognitive Objectives | ||
| 653 | |a Mathematics Education | ||
| 653 | |a Case Studies | ||
| 653 | |a Artificial Intelligence | ||
| 653 | |a Elementary Schools | ||
| 653 | |a Science Instruction | ||
| 653 | |a Creativity | ||
| 653 | |a Comparative Education | ||
| 653 | |a Comparative Analysis | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Science Curriculum | ||
| 653 | |a Class Activities | ||
| 700 | 1 | |a Retbi, Asmaâ | |
| 773 | 0 | |t European Conference on e-Learning |g (Oct 2025), p. 440-449 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3279070899/abstract/embedded/CH9WPLCLQHQD1J4S?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3279070899/fulltext/embedded/CH9WPLCLQHQD1J4S?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3279070899/fulltextPDF/embedded/CH9WPLCLQHQD1J4S?source=fedsrch |