<b>Design, Application, and Evaluation of a digital artifact prototype for youth and adult education: a critical view of the use of ChatGPT in a task resolution</b>

Abstract

The National Common Curricular Base (Brasil, 2018) emphasizes the role of digital technologies in promoting learning and developing students' competencies for societal engagement. It advocates for the meaningful, ethical, and critical use of technology to foster communication, collaboration, access to information, and knowledge production. However, integrating these tools into educational practice remains a challenge, requiring teachers to seek new knowledge and adapt their pedagogical approaches (Koehler & Mishra, 2008; Koehler et al., 2014; Reis, 2021). This study reports on the implementation of the digital artifact “Aprendendo com a Tecnologia” (“Learning with Technology”) in a Youth and Adult Education class at a public school in Minas Gerais, Brazil. The design addressed student interest in the ChatGPT platform and guided them through a multimethodological didactic sequence. A mixed-methods approach combined design-based research and a case study. The design followed Reis’s (2021) framework to support the design of digital materials. The teaching proposal was grounded in multiliteracies pedagogy, the MoDE model (Reis, 2021), and Keller’s (2010) ARCS motivational model. Results demonstrated that the digital artifact supported the development of social, technological, and discursive competencies, enhancing students’ learning experiences through the exploration of multiple modes and multimodal resources, thus fostering new literacies.

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