Abstract:

Artificial Intelligence (AI) in the educational context presents a dual aspect, providing potential benefits and challenges associated with its use. On the one hand, this tool facilitates access to information, acting as a vast repository of knowledge and supporting research processes by rapidly generating content. However, the other aspect involves using AI to generate information that may be copied and pasted literally while executing tasks and academic activities.

Students increasingly use this tool to complete their assignments, and a disconnect is observed between the intended purpose of the activities and the mechanical application of AI, which contradicts the essence of education, which focuses on developing critical thinking, analysis, and independent thought processes.

The fundamental challenge for education is transforming AI from being a shortcut for task completion to facilitating meaningful learning experiences. To address this issue, the integration of activities that promote competence development and learning generation is needed.

The study was developed with seventh-semester Food Engineering students enrolled in the course "Innovation in Food Development II." The study evaluates the use of AI to develop competencies for generating new food products. The tool will be evaluated in two phases of the food product development process: formulation optimization and concept testing with consumers. Chatbots will be used for the first phase as a specific application of AI. At the same time, an intelligent system will be evaluated for gathering and interpreting consumer responses in the concept testing phase, attempting to predict the commercial success of the product developed.

In the first activity, Chatbots were explored for the development and optimization of the formulation of a food product, specifically a vegan meat substitute for burgers. The process began with different formulations of meat substitutes for hamburgers proposed by different chefs. The students were asked to reformulate these recipes to obtain a product with better nutritional and sensory properties, like hamburger meat. It was requested that Chatbots be used to support this process, suggesting specific changes.

During the optimization process, students made decisions based on their knowledge and experience to determine the technical viability of the proposals generated by the Chatbot. Nutritional and rheological parameters of the products were measured, and their differences were evaluated.

In the second activity, AI assessed the product's consumer acceptability. Measurements were taken using software that recorded consumer expressions during product tasting. Recordings and data generated during the tests were analyzed using AI to assess the reliability of responses and predict the product's commercial success.

These exercises aimed to demystify the use of AI in educational processes, explore the tool's capabilities, and reflect on the benefits and risks of its use. Throughout the process, students were guided towards a more nuanced and holistic approach to learning, ensuring that technology's benefits align with the educational process's fundamental goals.

Keywords:

Undergraduate students, Food science education, Artificial Intelligence, Competences, Educational Innovation.