Potential Abstract: In this research article, we investigate the potential of utilizing virtual environments, counterfactual narratives, and large language models to delve into the complexities of Julia Kristeva’s theories in the context of education. Drawing on Kristeva’s concepts of abjection, intertextuality, and the semiotic, we propose a novel approach that combines virtual simulations with counterfactual scenarios generated by advanced language models. By immersing learners in virtual environments where they can explore alternative narratives and perspectives, we aim to foster critical thinking skills and deeper engagement with complex theoretical frameworks.
This study will involve designing and implementing a series of virtual simulations that present learners with counterfactual scenarios inspired by Kristeva’s work. Participants will interact with these scenarios and engage in reflective activities to analyze the impact of divergent narratives on their understanding of key concepts. Additionally, we will leverage large language models to generate and adapt counterfactual narratives in real-time, allowing for personalized and adaptive learning experiences.
Through this research, we seek to contribute to the field of education by exploring innovative ways to integrate virtual technologies, counterfactual thinking, and advanced language models in educational settings. By combining these elements, we aim to provide learners with unique opportunities to engage with complex theoretical concepts in a dynamic and immersive manner.
Potential References:
- Evaluating large language models in generating synthetic hci research data: a case study
- Multiversal views on language models
- Holodeck: Language Guided Generation of 3D Embodied AI Environments
- Can large language models transform computational social science?
- Large Language Models versus Natural Language Understanding and Generation
