METHODOLOGY OF PROMPT DESIGN FOR LANGUAGE MODELS IN THE EDUCATIONAL PROCESS
DOI:
https://doi.org/10.31110/2616-650X-vol14i5-004Keywords:
language models; prompt design; educational process; generative artificial intelligence; user role; information noise; instructional designAbstract
The article examines the features of prompt design for language models in the educational process as an important element of interaction with generative artificial intelligence. Based on the analysis of recent scientific studies, it is found that despite the significant potential of language models in creating educational content, their pedagogically oriented use, especially prompt formulation, remains insufficiently developed in methodological terms. It is shown that the quality of model responses largely depends on the structure and content of the prompt, which highlights the need to move from intuitive to more purposeful prompt design.
The study proposes an approach to prompt construction based on structuring prompts into the following components: goal, context, role, constraints, and output format. Using examples of learning tasks, it is demonstrated that changes in prompt structure influence the nature, completeness, and clarity of the generated content. The results of a computer-based experiment with language models indicate that structured prompts are useful for improving the accuracy of responses and their alignment with learning objectives.
A generalized prompt template and a sequence for its construction are proposed, which can be used in educational practice for creating learning materials and supporting students’ learning activities. The results can be applied to develop users’ digital and pedagogical competencies and to improve the effectiveness of using language models in education. Further research should focus on experimental validation of the proposed approach in real educational settings.
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