Roleplaying Game Experience

For this module, I played around with one of the role playing game on ChatGPT. The game is called “Hacker Simulator: Social Engineering”. Basically, the game wants me to get password from a company because I am a hacker. The game’s experience is a little stressful and frustrated for me because I was not offered a lot of help or tools that could guide me. For example, I tried multiple ways to ask for password, create emergencies, but somehow this Emily employee just don’t tell me what the password is (see screenshot 1). ChatGPT repeatedly “encourages” me to say more, until I am out of my words. I already give my best in the game, but I didn’t get what I want. Therefore, it was very frustrating for me. At least when I play other games, I get to have tools and tips on how to move forward.

Screenshot 1. “Hacker Simulator: Social Engineering” On ChatGPT Game Experience.

Therefore, I think what needs to be further adjusted in ChatGPT generated interactive games is more tips that could help players to move forward.

ChatGPT’s SAMR analysis of Veed.io

I asked ChatGPT to do a SAMR analysis of Veed.io in a context of K12 learning. ChatGPT provided example for each level, but these examples are not very distinct to each other. Basically, it just said that Veed.io allows for collaboration, and some features of this tool could make video editing/presentation easier.

If I would done the SAMR analysis myself, I would do the following:

Substitution:

Veed.io could replace traditional video presentation tools, where students have to record themselves in front of slides. Veed.io allows presentation to be more playful, for example, generating images and sounds that help students to enrich their content.

Argumentation:

Veed.io’s feature like translation, subtitles, editing etc allow students to explore multiple ways of engaging in learning.

Modification:

Veed.io allows students to visualize their learning process by using the tool, that requires deep engagement. For example, they could do digital comic, digital storyboard, digital video essay using the tool.

Redefinition:

Veed.io’s feature allows for collaboration. Students could work together on a digital project. Veed.io ease the editing process, allows students to go beyond their own level of technology.

Then ChatGPT concludes that “Veed.io AI is well-suited for K-12 learning purposes across all levels of the SAMR model. It not only substitutes traditional tools but also enhances functionality, fosters collaboration, and allows for innovative content creation. By integrating Veed.io AI into the learning process, K-12 students can engage more deeply with the material, develop essential skills, and express their understanding in creative ways. Overall, it can significantly enhance their learning experience.” (“Can you do”).

Even reading this conclusion feels like it didn’t tell me much about what is unique about Veed.io. If I switch the subject of Veed.io to other technology tools, this paragraph still stands. As long as the subject is not traditional educational tools. However, even with traditional tools, students could still have deeper engagement compared to having no tools at all. Therefore, I think the SAMR analysis done by ChatGPT is not very good.

General Reflection on ChatGPT: In education

I think ChatGPT is not suitable to use in an educational setting. The content it generates is quite boring and does not help the students to engage in deeper thinking. Although it might reduce some of the extra barriers, for example, we can use the ChatGPT to translate difficult text, other than this, I don’t see how it could be helpful.

Works Cited:

“Can you do a SAMR model (developed by Dr. Ruben Puentedura) analysis on Veed.io AI, access whether Veed.io AI is fit for a learning purpose. For example, could K12 students learn better using Veed.io AI.”  ChatGPT, 10 October. version. Open AI. 2024. https://chatgpt.com/chat.