Greetings!!

The Department of English, Maharaja Krishnakumarsinhji Bhavnagar University cordially invites academicians, scholars and students to join for  a  National Seminar on the Convergence of Artificial Intelligence, Digital Humanities and English Studies.

Date: 29th March 2024 [Friday]

Mode: Hybrid Mode

Join Live Stream:
1. Morning Session: 10 to 1: Click this link to join YouTube Live Stream 💻📱🖥️

2. Afternoon Session: 2:30 to 5:30: Click this link to join YouTube Live Stream 🖥️📱💻

Photo Album: Click here to open Google Photos Album of this event

Venue for offline attendance: New Court Hall, Administrative Building, Maharaja Krishnakumarsinhji Bhavnagar University

Registration Form: (Closed)

Registration Link: https://tinyurl.com/NationalSeminarDOE [Registration is Closed]

Seminar Brochure

For further details kindly check the brochure. > click here.

Advance Questions to the Speakers: (Closed)

Fill this form to ask questions or raise concerns. https://forms.gle/fBSXqHNJbdk4SwkPA [The form is closed]

It will be shared with the speakers well in advance. 

Click here to read Questions and Concerns by the participants for the speakers 

Schedule - Click here to download

Mandatory Feedback form for Online Attendees for eCertificate - Click here

The summarized report of the key takeaways & learning outcome described in this feedback form can be read here > Click here to open pdf copy of the summary report

Optional Feedback form for all participants - For qualitative assessment - click here to open the feedback form 📝

Summary Reports on the Feedback Received from the Participants:

1. Key Takeaways & Learning Outcome - by Online Attendees

2. Overall Feedback on Quality Assessment

Bibliographic List of Resources

1. Alhabbash, Mohammed I., et al. “An Intelligent Tutoring System for Teaching Grammar English Tenses.” European Academic Research, vol. 4, no. 9, Dec. 2016, pp. 7743–57. Google Scholar, https://philpapers.org/rec/ALHAIT.

In this paper, the authors describe the design of an Intelligent Tutoring System for teaching English language grammar to help students learn English grammar easily and smoothly. The system provides all topics of English grammar and generates a series of questions automatically for each topic for the students to solve. The system adapts with all the individual differences of students and begins gradually with students from easier to harder levels. 

2. Barad, Dilip. “Comparative Overview of the Forms of Storytelling With Reference to the Digital Age.” Spark International Online Journal, vol. 3, no. 3, Aug. 2011, pp. 35–61. ResearchGate, www.researchgate.net/publication/373597767_Comparative_Overview_of_the_Forms_of_Storytelling_with_Reference_to_the_Digital_Age.

This paper attempts to compare the changing forms of storytelling, and also aims to examine the connection between the forms of literature, changing times and tastes of the reading audience.

3. ---. “Enhancing English Language Teaching (ELT) with AI (ChatGPT): A Hands-On Workshop.” ResearchGate, Oct. 2023, pp. 1–15. www.researchgate.net/publication/374910554_Enhancing_English_Language_Teaching_ELT_with_AI_ChatGPT_A_Hands-On_Workshop.

This research paper outlines the content and objectives of an Online Remote Hands-on workshop focused on English Language Teaching (ELT) and Artificial Intelligence (AI). The workshop aims to explore the integration of AI tools, such as ChatGPT and Bard, in the field of ELT. It provides an overview of the workshop's content, including instructions for participants, a historical view of ELT, various teaching methods and approaches, the application of AI in ELT, and hands-on workshop activities. The paper also discusses the potential benefits of AI in both teaching and learning contexts.

4. ---. “Exploring ChatGPT in the English Literature Classroom.” ResearchGate, July 2023, pp. 1–5. www.researchgate.net/publication/374660028_Exploring_ChatGPT_in_the_English_Literature_Classroom.

In this transcript of a live session of Gulf University organized International Symposium on ChatGPT, Dr. Dilip Barad provides a detailed exploration of the integration of ChatGPT into English literature classrooms, shedding light on the innovative ways this AI technology can enrich the teaching and learning experience. The discussion encompasses a range of experiments, from generating micro fiction based on mythology to creating poetry on complex concepts like digital humanities.

5. ---. "AI INFUSED TECHNOLOGIES FOR TEACHING AND LEARNING | Preparing Educators for AI-Infused Pedagogy: Opportunities, Challenges, and Implications." ResearchGate, November 2023, pp. 1-6. DOI: 10.13140/RG.2.2.13763.78885 . https://www.researchgate.net/publication/374910554_Enhancing_English_Language_Teaching_ELT_with_AI_ChatGPT_A_Hands-On_Workshop 

6. Crompton, Helen, et al. “AI and English Language Teaching: Affordances and Challenges.” British Journal of Educational Technology (Print), Mar. 2024, pp. 1–27. ResearchGate, https://doi.org/10.1111/bjet.13460.

This systematic review is the first examining the use of AIEd in K-12 including 169 extant studies from 2011 to 2021. This study provides contextual information from the research, such as the educational disciplines, educational levels, research purposes, methodologies, year published and who the AI was intended to support.

7. Fattah, Hejar Ali, et al. “Enhancing English Language Education: The Impact of AI Integration in the Classroom.” International Journal of Humanities and Education Development, vol. 6, no. 6, Jan. 2023, pp. 116-123. ResearchGate, https://doi.org/10.22161/jhed.5.6.15.

This study examines AI's impact on language acquisition, comprehension, and fluency in English learners. It aims to evaluate AI applications in English classrooms, explore their influence on teaching methods, and assess perceptions among educators and students.

8. Ghafar, Zanyar Nathir, et al. “The Role of Artificial Intelligence Technology on English Language Learning: A Literature Review.” Canadian Journal of Language and Literature Studies, vol. 3, no. 2, Mar. 2023, pp. 17–31. ResearchGate, https://doi.org/10.53103/cjlls.v3i2.87.

This is a library research project. The findings indicate that AI provides a positive learning environment for learning English. Depending on the learner's current level of English, career needs, or hobbies, it has much potential to create a customised environment where students can simultaneously use their senses to learn English. 

9. Hidayati, Niswatin Nurul, and Dewi Hidayatun Nihayah. “Google Translate, ChatGPT or Google Bard AI: A Study Toward Non-English Department College Students’ Preference and Translation Comparison.” Inspiring, vol. 7, no. 1, Mar. 2024, pp. 14–33. Google Scholar, https://doi.org/10.35905/inspiring.v7i1.8821.

The landscape of translation tools has evolved significantly, with an increasing reliance on artificial intelligence (AI) systems for various tasks. This study investigated the changing preferences among college students, especially those majoring outside of English departments, regarding the translation of abstracts from international journal articles. Besides, the authors also compared the translation results of Google Translate, ChatGPT and Google BardAI.

10. Kim, Young‐Min. “Structured Data in Digital Humanities and World Literature: From Close Reading to Distant Viewing.” Journal of East-West Comparative Literature, vol. 46, Dec. 2018, pp. 427–57. Google Scholar, https://doi.org/10.29324/jewcl.2018.12.46.427.

The objective of this paper is to view some fragments of literary texts and social media in the form of structured data in the convergent period of the digital humanities and world literature.

11. Kim, Youngmin, and Jørgen Bruhn. “Introduction: Aesthetics of New Technological Humanities.” New Techno-Humanities, vol. 10, no. 12, Apr. 2024, pp. 1–9. Google Scholar, https://doi.org/10.1016/j.techum.2024.03.001.

This paper attempts to provide an answer by arguing that recent trends have shed light on the aesthetic value and future of “the humanities” by highlighting the unique interactions between literature, media, and digital technology in terms of “convergence” and “intermediality,” revealing the aesthetics of new technological humanities.

12. Lee, Donghwa, et al. “Development Research on an AI English Learning Support System to Facilitate Learner-generated-context-based Learning.” Educational Technology Research and Development, vol. 71, no. 2, Dec. 2022, pp. 629–66. Springer, https://doi.org/10.1007/s11423-022-10172-2.

For decades, AI applications in education (AIEd) have shown how AI can contribute to education. However, a challenge remains: how AIEd, guided by educational knowledge, can be made to meet specific needs in education, specifically in supporting learners’ autonomous learning. To address this challenge, the authors of this paper demonstrate the process of developing an AI-applied system that can assist learners in studying autonomously. 

13. Mitra, Nayantara, and Ayanita Banerjee. “A Study on Using AI in Promoting English Language Learning.” Emerging Technologies in Data Mining and Information Security: Proceedings of IEMIS 2020, 1st ed., vol. 2, Singapore, Springer, 2022, pp. 287–97. ResearchGate, https://doi.org/10.1007/978-981-19-4052-1_30.

The purpose of this article is to demystify the background and demonstrate the most practical ways in which language instructors may employ AI in the ELT classroom. The goal of this research is to show how successful AI-based instructional programmes are in teaching and learning English.

14. O’Halloran, Kieran. “Digital Assemblages With AI for Creative Interpretation of Short Stories.” Digital Scholarship in the Humanities, Mar. 2024, pp. 1–33. ResearchGate, https://doi.org/10.1093/llc/fqad050.

The author demonstrates an approach fostering inventive interpretation of short stories in Literary Studies and higher education generally. It involves constructing an ‘assemblage’—at its simplest, an evolving network of unusual connections for a creative outcome. The assemblage of this article combines freshly located research literature, directly and indirectly related to a story’s themes, and/or the personality type of the protagonists.

15. Scrivner, Olga, and Jefferson Davis. “Interactive Text Mining Suite: Data Visualization for Literary Studies.” ResearchGate, edited by Thierry Declerck and Sandra Kubler, vol. 1786, Corpora in the Digital Humanities (CDH 2017), 2017, www.researchgate.net/publication/313566318_Interactive_Text_Mining_Suite_Data_Visualization_for_Literary_Studies.

In recent years, there has been growing interest in visualization methods for literary text analysis. While text mining and visualization tools have evolved into mainstream research methods in many fields (e.g., social sciences , machine learning), their application to literary studies still remains infrequent. In addition to technological challenges, the use of these tools requires a methodological shift from traditional close reading to distant reading approaches. This transition also aligns digital humanities with corpus linguistics, which still "remains obscure" and not fully embraced by digital humanists. To address some of these challenges, the authors introduce the Interactive Text Mining Suite, a user-friendly toolkit developed both for digital humanists and corpus linguists. 

16. Viola, Lorella. “The Humanities in the Digital: Beyond Critical Digital Humanities.” Springer eBooks, Springer Nature, 2023, https://doi.org/10.1007/978-3-031-16950-2.

This open access book challenges the contemporary relevance of the current model of knowledge production. It argues that the full digitisation of society sharply accelerated by the COVID-19 pandemic, has added extreme complexity to the world, conclusively exposing the inadequacy of our current model of knowledge creation. Addressing many of the different ways in which reality has been transformed by technology – the pervasive adoption of big data, the fetishisation of algorithms and automation, and the digitalisation of education and research – Viola examines how the rigid conceptualisation in disciplines’ division and competition is complicit of promoting a narrative which has paired computational methods with exactness and neutrality whilst stigmatising consciousness and criticality as carriers of biases and inequality.