ARTIFICIAL INTELLIGENCE IN THE DEVELOPMENT OF AN INTERACTIVE E-BOOK

Abstract

This article aims to examine the possibilities and limitations of an interactive e-book, developed with artificial intelligence, for teaching food chains in Science and for promoting the learning of 5th-grade students at Professor João Batista State School in Tangará da Serra, Mato Grosso, Brazil. The data analyzed derive from a segment of a master’s study grounded in the Humans-With-Media system. This qualitative investigation was conducted through participant research and a teaching experiment. Data production included field notes, focus groups, and audio and video recordings, which were analyzed through the lens of Expansive Transformation Minicycles. The findings, interpreted from this analytical perspective, showed that the pedagogical proposal structured around the AI-developed interactive e-book fostered progressive conceptual shifts, expanded the students’ discursive autonomy, and contributed to the collective reorganization of the object of knowledge within the activity system constituted by students, AI, and teacher. In addition, it strengthened investigative, collaborative, and reflective practices, broadening scientific literacy and pedagogical possibilities in Science teaching.