Collaborative metaphor workshops helped higher education staff and students make sense of GenAI and raised their awareness of its ethical dimensions¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q2 i? Participants reported that collective metaphor exploration supported sensemaking, connection with others, and heightened awareness of GenAI and the pervasiveness of metaphors. → Carmen Vallis 2025
Evidence¶
Carmen Vallis 2025¶
Carmen Vallis, Stephanie Wilson, Alison Casey. (2025). Fear and Awe: Making Sense of Generative AI Through Metaphor. Journal of Interactive Media Education. https://doi.org/10.5334/jime.972
q2 · i? · qualitative · r2
Qualitative thematic analysis of artefacts from three co-design workshops with educational support staff (n=15), students (n=3) and academic staff (n=10) at an Australian business school. Participants described metaphor work as a way to "get you started" and one teacher said it had "unlocked some things" to consider.
"This reflexive discussion suggested participants saw the value of metaphors for sensemaking, sharing their lived experiences, facilitating connections with others and raising their awareness of both GenAI and the pervasiveness of metaphors."
Discussion¶
Related Claims¶
- Functions metaphors framing GenAI as an efficient tool for routine and creative tasks were the most agreed-upon in the workshops — a narrower finding that bears on this claim
- Qualities metaphors depicted GenAI as unknowable, unreliable and unbounded, with participants unsettled by its opacity — a narrower finding that bears on this claim
- Agency metaphors expressed fear that GenAI steals human agency and threatens jobs, reflecting a binary human-versus-machine model — a narrower finding that bears on this claim
- Role metaphors positioned GenAI as helper, learning partner, and friend/foe, with a high proportion combining friend and foe — a narrower finding that bears on this claim
- Students spontaneously use language and metaphors of addiction to describe their AI use, framed as loss of control rather than enjoyment — related
- Student workshop participants saw AI's role as fluid — a shortcut for tasks with clear, predictable outcomes and a collaborator for uncertain, creative tasks — related
- The taxonomy organises LLM-supported journalistic tasks into four stages: newsgathering, sensemaking, editing, and publication/distribution — related
- Collectively mourning extinct or near-extinct more-than-human entities facilitates recognition of the more-than-human as co-participants in shared reality — related
- Participants envisioned switchable AI roles — strategic advisor, cross-domain translator, and perspective challenger — whose expansion destabilized perceived neutrality and raised authority and accountability concerns — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
metaphor-workshops-support-genai-sensemaking |
title |
Collaborative metaphor workshops helped higher education staff and students make sense of GenAI and raised their awareness of its ethical dimensions |
description |
Collaborative metaphor workshops helped higher education staff and students make sense of GenAI and raised their awareness of its ethical dimensions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — carmen-vallis-2025 |
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