Szóbeli vizsga és a mesterséges intelligencia  kapcsolata a didaktika tárgy tanulásában

László Kadocsa; Gyula Gubán

doi:10.63684/dk.2025.12.04

László Kadocsa Dunaújvárosi Egyetem, Tanárképző Központ, professzor emeritus https://orcid.org/0009-0006-4453-1948
Gyula Gubán Dunaújvárosi Egyetem, Tanárképző Központ, professzor emeritus https://orcid.org/0009-0000-7349-9242

DOI: https://doi.org/10.63684/dk.2025.12.04

Keywords: Oral examination in higher education, subjectivity of teacher evaluation, ethics of evaluation, test anxiety, alternative assessment methods, AI in preparation

Abstract

The examination system developed in higher education mostly aims to measure the fulfillment of state and institutional requirements necessary for a profession or a job, and the suitability of candidates, and as such, it is perhaps one of the most dynamic and dynamic higher education topics. As early as the 1970s, numerous studies dealt with the issue. Educational experts of the era [1, 2] drew attention to numerous issues of higher education, including problems related to higher education examinations, among the research topics of the Higher Education Pedagogical Research Center that was being established at that time. Of course, foreign researchers also enjoyed dealing with the issue. These researches concerned, for example, the forms of examinations [3], the atmosphere, function, and ethical issues of the examination. The question has been an important area of investigation in higher education ever since, especially nowadays with the spectacular rise of objective examinations and the possibilities offered by computers, it has become an acute problem again. This has led us to pose a question that is still much debated today, namely to what extent should oral examinations be present in the higher education training process, and how should this examination method be applied while incorporating modern tools? In our study on the research topic, we do not intend to review the entire range of problems, but rather to concentrate on two areas: an overview of the experiences of oral examinations and, in connection with this, an analysis of the “answer and preparation outlines” of oral examinations and the illustration of the results, as well as the application of artificial intelligence in the teaching of the subject of Didactics in vocational teacher training. The aim of the thesis is to present accordingly: the application of AI in the learning process of the subject of Didactics, in the process of preparing students for the examination; the areas of student applications, their opinions while learning the didactics subject; experiences that can be drawn from the analysis of exam results and exam outlines.

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