“I learn better with Dall·E”: Using Prompts for Self-regulation of Learning with Primary Education Pupils

The proposed chapter examines the implementation of DALL·E3, an image-generating AI, as a tool for self-regulation of learning in Primary Education. This innovative methodology involves students in the creation of specific prompts to generate images, reflecting their conceptual understanding and application of knowledge. The process starts with instructing students on prompt formulation, reflecting their topic understanding. These prompts are input into DALL·E3, which then generates images based on these instructions. Analyzing these images helps students identify misunderstandings or learning gaps. The technique assumes that the clarity and accuracy of a student’s prompt indicate their understanding level. This methodology incorporates constructivist learning theory, emphasizing active knowledge construction by the learner. By employing DALL·E3, students not only apply their knowledge but also partake in inquiry-based learning, exploring word-image relationships and abstract concept representation. A pilot study with Primary Education students from Seville (Andalusia, Spain) gathers qualitative data to assess this tool’s effectiveness in improving self-regulation and conceptual understanding. Results indicate an enhancement in students’ learning self-regulation and motivation. The chapter also explores the pedagogical and ethical implications of using AI in educational contexts, highlighting both potential benefits and challenges. This research aims to provide insights into the use of emerging technologies in education and suggest directions for future research.