From prompt to comics:pilot implementation of a university extension action on generative artificial intelligence
DOI:
https://doi.org/10.36560/19520262266Keywords:
university extension, generative artificial intelligence, prompts, comics, educational productAbstract
This article reports the pilot implementation of the university extension short course “From Prompt to Comics”,This article reports the pilot implementation of the university extension short course “From Prompt to Comics”, developed within the project “Chemistry Teaching and the Use of Artificial Intelligence” at the Federal University of Mato Grosso, Sinop Campus. The four-hour activity introduced basic concepts of Generative Artificial Intelligence, guided prompt design and refinement, and examined the applicability of a guide for creating comics. Four people participated; three completed the pre-test and four completed the post-test, with three paired cases. Data were analyzed descriptively and complemented by direct observation and interaction records. Participants expanded and modified character features, showed surprise at the effects of changing the AI persona, and continuously interacted with the instructor to adjust prompts. In the paired cases, all participants advanced in their self-reported ability to use prompts, while moderate or high confidence in creating comics increased from 33.3% to 100%. The guide achieved an average score of 4.97 out of five for clarity and usability. The findings indicate formative potential but also show that autonomy depends on mediation, iterative practice, and further revision of the guide.
developed within the project “Chemistry Teaching and the Use of Artificial Intelligence” at the Federal University of Mato Grosso,
Sinop Campus. The four-hour activity introduced basic concepts of Generative Artificial Intelligence, guided prompt design and
refinement, and examined the applicability of a guide for creating comics. Four people participated; three completed the pre-test
and four completed the post-test, with three paired cases. Data were analyzed descriptively and complemented by direct
observation and interaction records. Participants expanded and modified character features, showed surprise at the effects of
changing the AI persona, and continuously interacted with the instructor to adjust prompts. In the paired cases, all participants
advanced in their self-reported ability to use prompts, while moderate or high confidence in creating comics increased from
33.3% to 100%. The guide achieved an average score of 4.97 out of five for clarity and usability. The findings indicate formative
potential but also show that autonomy depends on mediation, iterative practice, and further revision of the guide.
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