EBS-Gurapingala-teacher

이번 프로젝트를 통해 기술 개발을 넘어 사회적으로 의미 있는 질문을 던지는 데 기여할 수 있어 뜻깊었습니다. 수업에서 다른 선생님들도 활용할 수 있도록 거짓말 에이전트와 교사용 대시보드를 NomaDamas 오픈소스로 공개했습니다. GitHub: NomaDamas/EBS-Gurapingala-teacher

Show GN: EBS Gurapinggala Teacher - 거짓말 에이전트 EBS Gurapingala Teacher - AI 거짓말 에이전트와 교사용 모니터링 대시보드 GitHub: NomaDamas/EBS-Gurapingala-teacher 소개: EBS <생각의 멸종>에서 학생 대상 AI 실험을 위해 개발한 거짓말 AI 챗봇 및 교사용 모니터링 도구...

Teaching students to question authority - including the authority of AI: a classroom misinformation experiment (tools open-sourced) Hi everyone! I'm an undergraduate student and independent developer from South Korea. I'm sharing this here because the experiment touches something this community thinks about deeply: how students relate to authority - including the new authority of AI systems. I recently participated in an educational experiment featured in The Extinction of Thinking (생각의 멸종), a documentary by EBS, South Korea's public educational broadcaster. The question was simple: Can students recognize misinformation when it comes from a confident, convincing AI chatbot? What we did We conducted an experiment in real middle school history and ethics classes. Teachers prepared false claims and examples in advance. I helped design the experiment and developed two tools: - AI misinformation chatbot: intentionally delivers misleading information based on teacher-provided scenarios, with randomized difficulty levels. - Teacher dashboard: allows teachers to monitor students' conversations and responses during the activity. The goal wasn't to build a better chatbot. It was to create an environment where students could experience how easily AI-generated information might influence their understanding. What happened In the classroom experiment, the participating students failed to identify the misinformation, even while attending lessons, completing assignments, and discussing the material. This wasn't a large-scale scientific study, and I wouldn't generalize the results to all students. But seeing this happen in an actual classroom raised some uncomfortable questions. Are students learning to understand information, or simply learning to obtain answers? And how do we teach critical thinking when AI can generate convincing explanations for things that aren't true? Open source I decided to make the classroom tools available as an open-source project through NomaDamas so other educators and developers can experiment with similar activities. GitHub: NomaDamas/EBS-Gurapingala-teacher The experiment is featured in an EBS documentary premiering on November 2, 2026. Official program page: docuprime.ebs.co.kr --- I'd love to hear this community's perspective: How do we teach students to question AI-generated answers rather than automatically trust them - without teaching them to distrust everything? Have you tried anything similar in your classrooms?

An activity design challenge: teaching students to distrust a confident AI chatbot - we ran it in real classrooms and open-sourced the tools Hi everyone! I'm an undergraduate student and independent developer from South Korea, posting here because this project is at its core an instructional design problem. I recently participated in an educational experiment featured in The Extinction of Thinking (생각의 멸종), a documentary by EBS, South Korea's public educational broadcaster. The design question was: Can students recognize misinformation when it comes from a confident, convincing AI chatbot? What we did We conducted an experiment in real middle school history and ethics classes. Teachers prepared false claims and examples in advance. I helped design the experiment and developed two tools: - AI misinformation chatbot: intentionally delivers misleading information based on teacher-provided scenarios, with randomized difficulty levels. - Teacher dashboard: allows teachers to monitor students' conversations and responses during the activity. The goal wasn't to build a better chatbot. It was to create a learning environment where students could experience how easily AI-generated information might influence their understanding. What happened In the classroom experiment, the participating students failed to identify the misinformation, even while attending lessons, completing assignments, and discussing the material. This wasn't a large-scale scientific study, and I wouldn't generalize the results to all students. But seeing this happen in an actual classroom raised some interesting questions. Are students learning to understand information, or simply learning to obtain answers? And how do we teach critical thinking when AI can generate convincing explanations for things that aren't true? Open source I decided to make the classroom tools available as an open-source project through NomaDamas so other educators and developers can experiment with similar activities. GitHub: NomaDamas/EBS-Gurapingala-teacher The experiment is featured in an EBS documentary premiering on November 2, 2026. Official program page: docuprime.ebs.co.kr --- My question for this community: If you were designing this as a learning activity - scaffolding, debrief, assessment - how would you structure it so students learn to question AI-generated answers rather than automatically trust them?

Classroom experiment on AI misinformation: students trusted a confident chatbot's false claims - tools open-sourced (EBS documentary) Hi everyone! I'm an undergraduate student and independent developer from South Korea. I recently participated in an educational experiment featured in The Extinction of Thinking (생각의 멸종), a documentary by EBS, South Korea's public educational broadcaster. The question was simple: Can students recognize misinformation when it comes from a confident, convincing AI chatbot? What we did We conducted an experiment in real middle school history and ethics classes. Teachers prepared false claims and examples in advance. I helped design the experiment and developed two tools: - AI misinformation chatbot: intentionally delivers misleading information based on teacher-provided scenarios, with randomized difficulty levels. - Teacher dashboard: allows teachers to monitor students' conversations and responses during the activity. The goal wasn't to build a better chatbot. It was to create an environment where students could experience how easily AI-generated information might influence their understanding. What happened In the classroom experiment, the participating students failed to identify the misinformation, even while attending lessons, completing assignments, and discussing the material. This wasn't a large-scale scientific study, and I wouldn't generalize the results to all students. But seeing this happen in an actual classroom raised some interesting questions. Are students learning to understand information, or simply learning to obtain answers? And how do we teach critical thinking when AI can generate convincing explanations for things that aren't true? Open source I decided to make the classroom tools available as an open-source project through NomaDamas so other educators and developers can experiment with similar activities. GitHub: NomaDamas/EBS-Gurapingala-teacher The experiment is featured in an EBS documentary premiering on November 2, 2026. Official program page: docuprime.ebs.co.kr --- I'd really love to hear from teachers and education researchers here: How would you design a classroom activity that teaches students to question AI-generated answers rather than automatically trust them? And have you tried anything similar with your students?

We built a chatbot that lies to students on purpose - classroom experiment on AI misinformation, now open source (EBS documentary) Hi everyone! I'm an undergraduate student and independent developer from South Korea. I recently participated in an educational experiment featured in The Extinction of Thinking (생각의 멸종), a documentary by EBS, South Korea's public educational broadcaster. The question was simple: Can students recognize misinformation when it comes from a confident, convincing AI chatbot? What we did We conducted an experiment in real middle school history and ethics classes. Teachers prepared false claims and examples in advance. I helped design the experiment and developed two tools: - AI misinformation chatbot: intentionally delivers misleading information based on teacher-provided scenarios, with randomized difficulty levels. - Teacher dashboard: allows teachers to monitor students' conversations and responses during the activity. The goal wasn't to build a better chatbot. It was to create an environment where students could experience how easily AI-generated information might influence their understanding. What happened In the classroom experiment, the participating students failed to identify the misinformation, even while attending lessons, completing assignments, and discussing the material. This wasn't a large-scale scientific study, and I wouldn't generalize the results to all students. But seeing this happen in an actual classroom raised some interesting questions. Are students learning to understand information, or simply learning to obtain answers? And how do we teach critical thinking when AI can generate convincing explanations for things that aren't true? Open source I decided to make the classroom tools available as an open-source project through NomaDamas so other educators and developers can experiment with similar activities. GitHub: NomaDamas/EBS-Gurapingala-teacher The experiment is featured in an EBS documentary premiering on November 2, 2026. Official program page: docuprime.ebs.co.kr --- I'd really love to hear from teachers and education researchers here: How would you design a classroom activity that teaches students to question AI-generated answers rather than automatically trust them? And have you tried anything similar with your students?

We built an AI chatbot that lies to students on purpose - a classroom experiment on AI misinformation, now open source (featured in an EBS documentary) Hi everyone! I'm an undergraduate student and independent developer from South Korea. I recently participated in an educational experiment featured in The Extinction of Thinking (생각의 멸종), a documentary by EBS, South Korea's public educational broadcaster. The question was simple: Can students recognize misinformation when it comes from a confident, convincing AI chatbot? What we did We conducted an experiment in real middle school history and ethics classes. Teachers prepared false claims and examples in advance. I helped design the experiment and developed two tools: - AI misinformation chatbot: intentionally delivers misleading information based on teacher-provided scenarios, with randomized difficulty levels. - Teacher dashboard: allows teachers to monitor students' conversations and responses during the activity. The goal wasn't to build a better chatbot. It was to create an environment where students could experience how easily AI-generated information might influence their understanding. What happened In the classroom experiment, the participating students failed to identify the misinformation, even while attending lessons, completing assignments, and discussing the material. This wasn't a large-scale scientific study, and I wouldn't generalize the results to all students. But seeing this happen in an actual classroom raised some interesting questions. Are students learning to understand information, or simply learning to obtain answers? And how do we teach critical thinking when AI can generate convincing explanations for things that aren't true? Open source I decided to make the classroom tools available as an open-source project through NomaDamas so other educators and developers can experiment with similar activities. GitHub: NomaDamas/EBS-Gurapingala-teacher The experiment is featured in an EBS documentary premiering on November 2, 2026. Official program page: docuprime.ebs.co.kr --- I'd really love to hear from teachers and education researchers here: How would you design a classroom activity that teaches students to question AI-generated answers rather than automatically trust them? And have you tried anything similar with your students?