Odychess Approach: A Dialectical, Constructivist, and Adaptive Method for Teaching Chess with Generative Artificial Intelligences
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Abstract
Introduction: Chess teaching has evolved through different approaches; however, traditional methodologies, often based on memorization, contrast significantly with the new possibilities offered by generative artificial intelligence, a technology still little explored in this field.
Objective: To empirically validate the effectiveness of the Odychess Approach in improving chess knowledge, strategic understanding, and metacognitive skills in students.
Materials and methods: A quasi-experimental study was conducted with a pre-test/post-test design and a control group (N=60). The experimental intervention implemented the Odychess Approach, incorporating a Llama 3.3 language model that was specifically adapted using Parameter-Efficient Fine-Tuning (PEFT) techniques to act as a Socratic chess tutor. Quantitative assessment instruments were used to measure chess knowledge, strategic understanding, and metacognitive skills before and after the intervention.
Results: The results of the quasi-experimental study showed significant improvements in the experimental group compared to the control group in the three variables analyzed: chess knowledge, strategic understanding, and metacognitive skills. The complementary qualitative analysis revealed greater analytical depth, more developed dialectical reasoning, and greater intrinsic motivation in the students who participated in the Odychess-based intervention.
Conclusions: The Odychess Approach represents an effective pedagogical methodology for teaching chess, demonstrating the potential of the synergistic integration of constructivist and dialectical principles with generative artificial intelligence. The implications of this work are relevant for educators and institutions interested in adopting innovative pedagogical technologies and for researchers in the field of AI applied to education, highlighting the transferability of the language model adaptation methodology to other educational domains.
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