Values That Are Explicitly Present in Fairy Tales: Comparing Samples from German, Italian and Portuguese Traditions

Looking at how social values are represented in fairy tales can give insights about the variations in communication of values across cultures. We propose to study how values are communicated in fairy tales from Portugal, Italy and Germany using a technique called word embedding with a compass to quantify vocabulary differences and commonalities. We study how these three national traditions of fairy tales differ in their explicit references to values. To do this, we specify a list of value-charged tokens, consider their word stems and analyse the distance between these in a bespoke pre-trained Word2Vec model. We triangulate and critically discuss the validity of the resulting hypotheses emerging from this quantitative model. Our claim is that this is a reusable and reproducible method for the study of the values explicitly referenced in historical corpora. Finally, our preliminary findings hint at a shared cultural understanding and the expression of values such as Benevolence, Conformity, and Universalism across European societies, suggesting the existence of a pan-European cultural memory.

How BERT Speaks Shakespearean English? Evaluating Historical Bias in Contextual Language Models

In this paper, we explore the idea of analysing the historical bias of contextual language models based on BERT by measuring their adequacy with respect to Early Modern (EME) and Modern (ME) English. In our preliminary experiments, we perform fill-in-the-blank tests with 60 masked sentences (20 EME-specific, 20 ME-specific and 20 generic) and three different models (i.e., BERT Base, MacBERTh, English HLM). We then rate the model predictions according to a 5-point bipolar scale between the two language varieties and derive a weighted score to measure the adequacy of each model to EME and ME varieties of English.

Learning to Prompt in the Classroom to Understand AI Limits: A pilot study

Artificial intelligence's progress holds great promise in assisting society in addressing pressing societal issues. In particular Large Language Models (LLM) and the derived chatbots, like ChatGPT, have highly improved the natural language processing capabilities of AI systems allowing them to process an unprecedented amount of unstructured data. The consequent hype has also backfired, raising negative sentiment even after novel AI methods' surprising contributions. One of the causes, but also an important issue per se, is the rising and misleading feeling of being able to access and process any form of knowledge to solve problems in any domain with no effort or previous expertise in AI or problem domain, disregarding current LLMs limits, such as hallucinations and reasoning limits. Acknowledging AI fallibility is crucial to address the impact of dogmatic overconfidence in possibly erroneous suggestions generated by LLMs. At the same time, it can reduce fear and other negative attitudes toward AI. AI literacy interventions are necessary that allow the public to understand such LLM limits and learn how to use them in a more effective manner, i.e. learning to "prompt". With this aim, a pilot educational intervention was performed in a high school with 30 students. It involved (i) presenting high-level concepts about intelligence, AI, and LLM, (ii) an initial naive practice with ChatGPT in a non-trivial task, and finally (iii) applying currently-accepted prompting strategies. Encouraging preliminary results have been collected such as students reporting a) high appreciation of the activity, b) improved quality of the interaction with the LLM during the educational activity, c) decreased negative sentiments toward AI, d) increased understanding of limitations and specifically We aim to study factors that impact AI acceptance and to refine and repeat this activity in more controlled settings.

Developing Effective Educational Chatbots with ChatGPT prompts: Insights from Preliminary Tests in a Case Study on Social Media Literacy

Educational chatbots come with a promise of interactive and personalized learning experiences, yet their development has been limited by the restricted free interaction capabilities of available platforms and the difficulty of encoding knowledge in a suitable format. Recent advances in language learning models with zero-shot learning capabilities, such as ChatGPT, suggest a new possibility for developing educational chatbots using a prompt-based approach. We present a case study with a simple system that enables mixed-turn chatbot interactions and we discuss the insights and preliminary guidelines obtained from initial tests. We examine ChatGPT's ability to pursue multiple interconnected learning objectives, adapt the educational activity to users' characteristics, such as culture, age, and level of education, and its ability to use diverse educational strategies and conversational styles. Although the results are encouraging, challenges are posed by the limited history maintained for the conversation and the highly structured form of responses by ChatGPT, as well as their variability, which can lead to an unexpected switch of the chatbot's role from a teacher to a therapist. We provide some initial guidelines to address these issues and to facilitate the development of effective educational chatbots.

Grimm in Wonderland: Prompt Engineering with Midjourney to Illustrate Fairytales

The quality of text-to-image generation is continuously improving, yet the boundaries of its applicability are still unclear. In particular, refinement of the text input with the objective of achieving better results - commonly called prompt engineering - so far seems to have not been geared towards work with pre-existing texts. We investigate whether text-to-image generation and prompt engineering could be used to generate basic illustrations of popular fairytales. Using Midjourney v4, we engage in action research with a dual aim: to attempt to generate 5 believable illustrations for each of 5 popular fairytales, and to define a prompt engineering process that starts from a pre-existing text and arrives at an illustration of it. We arrive at a tentative 4-stage process: i) initial prompt, ii) composition adjustment, iii) style refinement, and iv) variation selection. We also discuss three reasons why the generation model struggles with certain illustrations: difficulties with counts, bias from stereotypical configurations and inability to depict overly fantastic situations. Our findings are not limited to the specific generation model and are intended to be generalisable to future ones.