Abstract

This article describes a didactic sequence that integrates artificial intelligence applications in the writing of micro-stories, whose purpose was to promote a responsible use of these tools inside and outside the classroom. As part of the action-research methodology, the objective was to determine the students’ perception of the use of AI in the writing of micro-stories. The teaching sequence is made up of three fundamental phases: 1) Short story writing workshop in the classroom: this inte- grates the use of artificial intelligence to generate inspirational images; 2) reading and proofreading the micro-stories using an evaluation rubric and, subsequently, the artificial intelligence ChatGPT and 3) recital: reading the final version in the classroom and explaining the individual creative pro- cess. After implementing this proposal, a consultation instrument was applied, the results of which indicate that the majority of students value the use of these technologies in training processes as positive. In this sense, it is concluded that artificial intelligence applications can favor the acquisition of the communicative skills that students need.

Keywords:
Short story; literature; didactic sequence; artificial intelligence; educational innovation; NLP