Author: Dr. J\u00e1nos Nagyill\u00e9s<\/em><\/p>\n\n\n\n This section of our website encourages collaborative thinking and aims to\ninspire how AI technology can be used in various aspects of university teaching, particularly\nin areas where there is a greater opportunity to engage students and provide them with\ncreative tasks.<\/p>\n\n\n\n In recent years, a new trend has emerged in university education that challenges the teaching\nmethods that university instructors have been socialized into over previous periods. It has\nbecome evident that the two most commonly used teaching methods up until now, frontal\nlectures and seminar work, have significantly lost their effectiveness. The reasons for this are\ntwofold: first, the depth and structure of knowledge that students bring from secondary\neducation to university have changed; second, the methods of acquiring knowledge that were\neffective for past generations are less effective or even fail for current university students.\nToday\u2019s average student relates differently to the primary source of large volumes of quality\nknowledge\u2014the text\u2014and processes it differently.<\/p>\n\n\n\n There are numerous methods to address this situation: the fact that they are rarely applied in\nuniversity education is more due to the overload on instructors than a lack of knowledge or\nwillingness to change their previously successful and experienced teaching methods.<\/p>\n\n\n\n AI offers numerous applications for use in the humanities, particularly in the teaching of literature. The following examples illustrate how AI can be integrated into an ancient literature seminar. Certain AI-provided methods can also be suitable for use in related lectures.<\/p>\n\n\n\n In a seminar environment, we will focus on two key areas: first, the individual and group\nprocessing of the text in question, and second, the effective teaching of literary historical data.\nIf the literary work and the utilized literary histories, articles, and texts are available in a\nformat that ChatGPT can handle, AI provides opportunities for both individual and group\nprocessing, which can make teaching and independent learning more effective. Additionally,\nwe must not forget that acquiring knowledge in certain areas is not a solitary endeavour but\ncan also be accomplished through teamwork \u2013 this method simultaneously develops creativity\nand, during engagement with the material, can have a beneficial effect on the development of\nverbal skills and the cultivation of debate culture.<\/p>\n\n\n\n Below, we present inspiring methods and examples for university literary seminar work using\nAI.<\/p>\n\n\n\n Prompt used with ChatGPT:<\/p>\n\n\n\n Response:<\/p>\n\n\n\n Incorporating the ChatGPT technique into university literature education indeed offers an\nexciting and innovative opportunity to engage students and to facilitate the acquisition of\nknowledge in an entertaining way. Below are some concrete ideas that can help achieve\nsuccessful and inspiring seminar work for processing the epic genre in ancient Greek and\nRoman literature. These ideas will help students actively participate in the learning process,\nwork together, and enjoyably acquire knowledge about epics.<\/em><\/p>\n\n\n\n 1. Interactive Epic Writing:<\/em><\/p>\n\n\n\n Divide the students into smaller groups and assign each group the task of writing their own\nepic. With the help of ChatGPT, they can generate inspiring opening lines, character\ndescriptions, or plot ideas. The groups can later present and discuss each other\u2019s works.<\/em><\/p>\n\n\n\n Since an epic, aside from certain specialized versions, signifies a lengthy poem, writing the\nentire text may not be feasible. However, as a group or individual task, they can:<\/p>\n\n\n\n The topic could be a longer but manageable Greek myth, such as the part of the Theseus\nstory where he sails to Crete, kills the Minotaur with Ariadne\u2019s help, thus freeing Athens from\nthe blood tribute, but abandons Ariadne on the return voyage, leading to her curse of\nforgetfulness, which causes his father\u2019s death upon arrival in Athens.<\/p>\n\n\n\n The task includes uncovering various existing myth variants in ancient literature. During the\nsolution, students will encounter the unique problems of epic writing. The task might also\ninclude having some students who are inclined to do so, compose certain details of the plot in\nheroic hexameters.<\/p>\n\n\n\n 2. Virtual Character Interviews:<\/em><\/p>\n\n\n\n Ask the students to create interviews with famous epic characters (e.g., Achilles, Odysseus,\nAeneas). Using ChatGPT, students can pose different questions to these characters and\nreceive responses as if the characters were actually answering.<\/em><\/p>\n\n\n\n When assigning the task, it is worth referring to the epics covered in the seminar. The task\nmight also include selecting the interview subject from the epics being read. Multiple students\ncan be given the same task simultaneously \u2013 they can then discuss the quality of the questions\nposed and the fictional responses.<\/p>\n\n\n\n The task involves getting to know the chosen epic character in greater detail; creating a\ncharacterization and journalistic processing of a character is impossible without knowing the\ninteractions with other characters and the entire plot. Processing the original text from this\nperspective also encourages more in-depth and focused reading or re-reading by the students.<\/p>\n\n\n\n 3. Situational Games:<\/em><\/p>\n\n\n\n Create various scenarios from the epic worlds where students must solve emerging problems\nin groups. Using ChatGPT, you can recreate certain scenes from the stories, allowing students\nto decide the characters' next steps.<\/em><\/p>\n\n\n\n Situational games are suitable for preparing the development of epic dialogues. Students can\ndiscuss and act out what the planned epic narrative's dialogues will be about, what problems\nthe characters involved in the dialogues have at a given point in the narrative, and what they\nwill discuss with their conversational partners in that situation. Special emphasis can be\nplaced on monologues characteristic of later, more dramatized epic types.<\/p>\n\n\n\n Existing epic dialogues can also be acted out with the full knowledge of the narrative \u2013 based\non the arising elements not present in the original dialogue, it can be discussed why the epic\npoet chose to include specific thematic elements in the epic. This part of the task can shed\nlight on the contemporary conditions of the epic's creation, genre constraints, and preferences.<\/p>\n\n\n\n 4. Epic Quiz Contest<\/em><\/p>\n\n\n\n Organize quiz games where students compete with each other in their knowledge of epics.\nYou can generate the questions with the help of ChatGPT and receive the answers\ninteractively in real-time.<\/em><\/p>\n\n\n\n We will implement the competition in two areas: the content of the text to be read and the\nliterary histories related to the text.<\/p>\n\n\n\n For the first topic, I uploaded Book 1 of Homer's Odyssey in a format accessible to ChatGPT\n(copying from HTML to TXT format) as an experiment, and then applied the following\nprompts:<\/p>\n\n\n\n Alright, here is a 15-question multiple-choice quiz from Book 1 of the Odyssey:<\/p>\n\n\n\n 1. Who detained Odysseus from returning to Ithaca?<\/p>\n\n\n\n a) Hermes<\/p>\n\n\n\n b) Calypso<\/p>\n\n\n\n c) Poseidon<\/p>\n\n\n\n 2. How did Odysseus's companions lose their lives?<\/p>\n\n\n\n a) In the Trojan War<\/p>\n\n\n\n b) They ate the cattle of Hyperion Helios<\/p>\n\n\n\n c) In an attack by a sea monster<\/p>\n\n\n\n 3. Which goddess appeared to Telemachus?<\/p>\n\n\n\n a) Hera<\/p>\n\n\n\n b) Pallas Athena<\/p>\n\n\n\n c) Aphrodite<\/p>\n\n\n\n 4. What does Athena suggest Telemachus do with his mother, Penelope?<\/p>\n\n\n\n a) Marry her off to a suitor<\/p>\n\n\n\n b) Send her back to her father<\/p>\n\n\n\n c) Lock her in the palace<\/p>\n\n\n\n 5. Under what pseudonym did Athena appear to Telemachus?<\/p>\n\n\n\n a) Mentor<\/p>\n\n\n\n b) Menelaus<\/p>\n\n\n\n c) Mentes<\/p>\n\n\n\n 6. Where did Telemachus meet Athena?<\/p>\n\n\n\n a) On the seashore<\/p>\n\n\n\n b) In his palace<\/p>\n\n\n\n c) At the city gate<\/p>\n\n\n\n 7. What does Athena ask Telemachus to do with the suitors?<\/p>\n\n\n\n a) Call an assembly and send them away<\/p>\n\n\n\n b) Accept the suitors' gifts<\/p>\n\n\n\n c) Hold a feast for them<\/p>\n\n\n\n 8. Where does Athena send Telemachus to seek news of his father?<\/p>\n\n\n\n a) Troy and Athens<\/p>\n\n\n\n b) Pylos and Sparta<\/p>\n\n\n\n c) Crete and Rhodes<\/p>\n\n\n\n 9. Who stood beside Penelope while she spoke with the suitors?<\/p>\n\n\n\n a) Eumaeus<\/p>\n\n\n\n b) Eurycleia<\/p>\n\n\n\n c) Laertes<\/p>\n\n\n\n 10. Which goddess offers her help to Telemachus?x<\/p>\n\n\n\n a) Hera<\/p>\n\n\n\n b) Pallas Athena<\/p>\n\n\n\n c) Demeter<\/p>\n\n\n\n 11. Why is Poseidon angry with Odysseus?<\/p>\n\n\n\n a) Because he stole his horses<\/p>\n\n\n\n b) Because he blinded the Cyclops Polyphemus<\/p>\n\n\n\n c) Because he insulted him in a contest<\/p>\n\n\n\n 12. Which god sent Hermes to Calypso to release Odysseus?<\/p>\n\n\n\n a) Zeus<\/p>\n\n\n\n b) Apollo<\/p>\n\n\n\n c) Ares<\/p>\n\n\n\n 13. How does Athena refer to the suitors?<\/p>\n\n\n\n a) Noble lords<\/p>\n\n\n\n b) Arrogant youths<\/p>\n\n\n\n c) Loyal warriors<\/p>\n\n\n\n 14. What emotions does Athena evoke in Telemachus during their conversation?<\/p>\n\n\n\n a) Fear and anxiety<\/p>\n\n\n\n b) Hope and courage<\/p>\n\n\n\n c) Anger and fury<\/p>\n\n\n\n 15. In what state does Telemachus find his father's house?<\/p>\n\n\n\n a) In ruins<\/p>\n\n\n\n b) Flourishing and in order<\/p>\n\n\n\n c) Being plundered by the suitors<\/p>\n\n\n\n I hope you find the quiz useful.<\/p>\n<\/div><\/div><\/div>\n<\/div><\/div><\/div><\/div>\n\n\n\nIntroduction<\/h3>\n\n\n\n
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<\/figure>\n\n\n\nMethods and Examples<\/h3>\n\n\n\n
"I want to use the ChatGPT technique in university literature education. The goals are: 1) to\nengage students with interesting tasks; 2) to place significant emphasis on teamwork; 3) it is\nvery important that students acquire the necessary factual knowledge of literature in an\nentertaining and inspiring form. The semester\u2019s material covers the epic genre in ancient\nGreek and Roman literature. What ideas do you have for successful and inspiring seminar\nwork?"<\/h4>\n\n\n\n
\n
1. The uploaded text is the first book of Homer's Odyssey. Please read the text carefully, then\nI will ask questions.<\/h4>\n\n\n\n
2. Please create a 15-question multiple-choice quiz based on the text. Provide 3 answer\noptions for each question.<\/h4>\n\n\n\n
The ChatGPT created the following test about the content of the book:<\/h3><\/div><\/div>
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