Abstract:

In the past five years, concurrent progress in algorithms, big data, and hardware combined with efforts of numerous actors have resulted in a sudden outburst of fruitful competition in Artificial Intelligence (AI) developments. This technology has been utilized to give rise to a new generation of Virtual Learning Environments (VLE) that rely on Intelligent Tutoring Systems (ITS) powered by AI. As a result, the more than thirty-year-old field of Artificial Intelligence in Education (AIED) has become widely popularized.

However, the development of generative AI tools such as ChatGPT and DALL·E has sparked debates within the educational sphere, particularly regarding legal and ethical considerations. In response, schools in New York and universities like Sciences Po in Paris have opted to ban the use of ChatGPT, prioritizing principles of academic integrity and knowledge authenticity. Nevertheless, AI technologies, including bots, AI tutors, and simulators, have garnered significant interest for their ease of access and potential ability to streamline learning processes, reduce costs, and facilitate personalized instruction.

The concept of learning with generative AI has emerged as a focal point of current research, investigating how AIED can provide teachers with predictive tools while providing students with support mechanisms such as recommendation systems and chatbots, and feedback channels, including virtual agents.

In an era marked by rapid digital transformation and the increasing automation of jobs, the acquisition of soft skills has never been more crucial in cultivating an adaptable workforce and fostering career development. This article delves into the intersection of artificial intelligence and soft skills development, offering a literature review on how AI-driven methodologies can enhance learning and the acquisition of these essential competencies. It explores the potential of AI to bridge the gap between theoretical knowledge and practical application, emphasizing the restoration of a human touch in training and the enhancement of soft skills. The article focuses on immersive simulation role-plays powered by AI, providing a controlled and secure environment for trainees to improve their communication, leadership, and teamwork abilities.

Moreover, as a prelude to our ongoing Erasmus+ project, ROLEPL-AI, this article delves into an examination of contemporary literature findings on the impact of AI from a cognitive psychology perspective, considering factors such as metacognitive processes, socio-emotional interactions, and ergonomic guidelines for interactions. These insights will underpin the development of ROLEPL-AI, our experimental AI-based simulation role-play learning environment, specifically tailored to the field of tourism.

Keywords:

Generative AI, Virtual Learning Environment (VLE), Intelligent Tutoring System (ITS), Vocational Education and Training (VET), tourism, Large Language Models (LLM), ChatGPT, AI, GPT.