Browsing by Author "Arriagada Bruneau Gabriela Constanza"

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    A pessimistic approach to griefbots: free-energy, affective scaffolds, and the ethics of human-griefbot interaction
    (2025) Arriagada Bruneau Gabriela Constanza; Araya, José M.
    The affective scaffolding framework underlies differing perspectives on how griefbots affect the grieving process. While some researchers are optimistic, others draw more cautious conclusions. We endorse the view that griefbots are affective scaffolds. However, we draw a pessimistic conclusion about human-griefbot interaction. There are two main views on successful grief: the “Freudian view” and the continuing bonds view. The “Freudian view” paves the way to the pessimistic conclusion.In this paper, we propose a free-energy approach of the “Freudian view”. Predictive processing is often regarded as providing a process theory for the free-energy principle. In this framework, model evidence must be maximised by updating and optimising models. Griefbots are not recommendable since they are scaffolds that obstruct and lengthen the maximisation of model evidence, making models more rigid and poorly adaptable to changing dynamics. Building on this approach, weexamine the ethical dimensions of griefbot’s use and design. We argue that there is something inherently morally wrong in the very conception of griefbots. Their functionality predisposes them to cause harm by disrupting the grief process.
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    Exploring Students’ Perceptions of Active Learning in Teaching Ethical Deliberation: A Case Study in Higher Education’
    (2025) Barahona, Camila; Arriagada Bruneau Gabriela Constanza; Rodríguez, María Fernanda
    The purpose of this study was to investigate students’ perceptions of their learning expe-rience through engagement in an active learning strategy termed "deliberative activity," designed to foster the development of moral reasoning. This strategy was implemented in an elective ethics course within a higher education setting. To evaluate the experience, we conducted a pilot case study using two qualitative analysis instruments: an individual sur-vey and a focus group to capture students’ perspectives. The qualitative analysis identified three key themes: (1) Pedagogical Design; (2) Application of Ethics to Real-Life Contexts; and (3) Openness to Dialogue. The findings suggest that the proposed strategy could serve as an effective pedagogical tool for incorporating applied ethics into the higher education curriculum, especially in interdisciplinary contexts. Additionally, the results indicate that further research should focus on specific disciplinary contexts and emphasize the need to improve feedback practices during the development of the deliberative activity. This improvement could be achieved by adopting an assessment-for-learning approach, allowing for ongoing feedback throughout the learning process