Abstract:

As technology continues to shape educational landscapes, this study focuses on the incorporation of Artificial Intelligence (AI) generative tools in the teaching of Hispano-American Culture and Literature. In recent years, several scholars have delved into the dynamic intersection of artificial intelligence (AI), literature, and classroom education. Among these researchers, Joanna Johnson, Marit MacArthur, Sophia Minnillo, Kem Saichaie, Lisa Sperber, Nick Stillman, and Carl Whithaus (2023), among others, have probed the use of generative AI tools for nuanced literary analysis, emphasizing the potential of technology in enhancing students' comprehension of complex literary works, and the AI’s role in fostering critical thinking and analytical skills within literature classes.

This study's theoretical framework delves into pedagogical theories shaping the integration of Artificial Intelligence (AI) generative tools in teaching Hispano-American Literature. Embracing a constructivist paradigm, the research envisions AI as cognitive tools, supporting active knowledge construction by students. Multimodal learning theories guide the exploration, recognizing AI's potential to present content in varied formats, catering to diverse learning preferences. Cultural relevance theories inform the study, emphasizing AI's role in enhancing cultural sensitivity and providing multiple perspectives. Additionally, the framework integrates insights on literary interpretation, examining how AI augments traditional analysis methods. Language learning theories within a technological context inform the linguistic dimension, exploring AI's impact on language acquisition and communicative competence. Critical perspectives address ethical considerations, power dynamics, and biases, ensuring responsible AI use in education. By synthesizing these components, the study establishes a robust foundation for examining AI's role in Hispano-American Literature teaching, emphasizing engagement, cultural sensitivity, and language learning within the evolving educational technology landscape.

A mixed-methods research design was employed to capture a comprehensive understanding of the incorporation of AI tools in teaching practices at a Portuguese Higher Education institution, in the Hispano-American Literature classroom with 25 students. Qualitative analyses have been conducted through classroom observations which have provided nuanced insights into the real-time interaction between students and AI tools, facilitating an understanding of the dynamics at play. Focus groups have further enriched qualitative perspectives, capturing students' direct experiences, perceptions, and reactions. Complementing these qualitative methods, quantitative analyses have been implemented through surveys, which have focused onto students' opinions, preferences, and overall experiences with AI tools.

The findings provide actionable insights for educators looking to leverage AI generative tools effectively. As we navigate the intersection of technology and education, understanding students' perspectives and optimizing the use of AI tools becomes paramount for fostering enriched learning environments in the realm of cultural and literary studies.

Keywords:

Artificial intelligence, didactics of literature, Spanish teaching, students' perceptions.