AI and New Digital Education

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dc.contributor.authorLacriola, Micheleen_US
dc.contributor.editorCampana, Stefanoen_US
dc.contributor.editorFerdani, Danieleen_US
dc.contributor.editorGraf, Holgeren_US
dc.contributor.editorGuidi, Gabrieleen_US
dc.contributor.editorHegarty, Zackaryen_US
dc.contributor.editorPescarin, Sofiaen_US
dc.contributor.editorRemondino, Fabioen_US
dc.date.accessioned2025-09-05T21:48:51Z
dc.date.available2025-09-05T21:48:51Z
dc.date.issued2025
dc.description.abstractThe impact of artificial intelligence (AI) on society and research cannot be underestimated.We urgently needs to address this transformation with a strategic and long-term perspective, also involving historical sciences. From a historical standpoint, artificial intelligence raises three main issues: the use of AI to support research, the reliability of the information generated, and the digital literacy that must be imparted to students. Specifically, it is expected that historical research and student activities will increasingly rely on AI tools, despite current limitations in distinguishing automatically generated content. This challenges us to reverse the problem: how can historians, especially at the academic level, effectively leverage AI and pass these skills on to students? The central challenge lies in learning to speka the language of AI content production, known as prompt engineering. This discipline involves formulating optimized inputs for AI models to obtain more relevant and accurate responses, thereby increasing productivity in historical research without compromising the quality of critical analysis. The goal is not to create a technological tool but to design an innovative approach that enables historians to fully exploit AI's potential while maintaining the centrality of source criticism and methodological rigor. Through advanced application of prompt engineering, historians can improve research, interpretation, and communication processes, addressing some of the traditional challenges associated with historical source analysis. The new methodology aims to equip historians with conceptual tools to manage and analyze large amounts of data, evaluate sources more effectively, and narrate history in a more dynamic and accessible way. Moreover, the integration of AI in teaching will open new opportunities to make learning more interactive and personalized, stimulating students' critical thinking and enhancing their historical understanding. This interdisciplinary approach, combining humanities and computer engineering, will prepare future historians for an increasingly digital research landscape.en_US
dc.description.sectionheadersPosters
dc.description.seriesinformationDigital Heritage
dc.identifier.doi10.2312/dh.20253012
dc.identifier.isbn978-3-03868-277-6
dc.identifier.pages3 pages
dc.identifier.urihttps://doi.org/10.2312/dh.20253012
dc.identifier.urihttps://diglib.eg.org/handle/10.2312/dh20253012
dc.publisherThe Eurographics Associationen_US
dc.rightsAttribution 4.0 International License
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectCCS Concepts Artificial Intelligence → Education → History - Historiography
dc.subjectCCS Concepts Artificial Intelligence → Education → History
dc.subjectHistoriography
dc.titleAI and New Digital Educationen_US
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