Prompto: A Generative AI Card Game for Educators at ALTC25

By Gemma Westwood, Senior Digital Education Developer and Luna Liu, Digital Education Developer

Come and join The University of Birmingham AI in Education working group members at ALTc2025, for a uniquely interactive game-based workshop designed to support your colleagues or students in developing effective Generative AI prompting skills. Designed to meet the increasing need for Generative AI literacy training amongst educators and the wish of students to include Generative AI as a part of their studies, Prompto creates a safe space in which to experiment with prompting skills. The game aims to hone a player’s intuition around Generative AI outputs, without the fear of any consequences outside of the game. This approach supports those who are new to AI by guiding them through the learning process in a scaffolded and engaging way.

Key themes

In this 60-minute workshop we will explore:

• the design process behind the development of Prompto.
• the feedback that we have received from academics who have played the game.
• how the game works and most importantly – play the game!
• what’s next for Prompto.

Please note: If you intend to join the workshop you will need access to a laptop or smartphone.

Discover more

Not only will you get to play the in-person card version of the game and compete for a mystery prize, but all workshop attendees will also have the opportunity to try out the Beta version of Prompto Go – our online version of Prompto, currently in development. You’ll be invited to share your feedback, before its final release as an Open Educational Resource.

Resources

Jisc, (2024) ‘Students want to see generative AI integrated throughout curriculum, despite increased concerns around ethics and equity’ https://www.jisc.ac.uk/news/all/students-want-to-see-generative-ai-integrated-throughout-curriculum-despite-increased-concerns-around-ethics-and-equity (Accessed 27/10/2024).

Nørgård, R.T and Whitton, N. Eds (2025) The Playful University: Philosophy, Pedagogy, Politics, and Principles. Routledge. UK

Toda, A.M., Klock, A.C.T., Oliveira, W. et al. Analysing gamification elements in educational environments using an existing Gamification taxonomy. Smart Learn. Environ. 6, 16 (2019). https://doi.org/10.1186/s40561-019-0106-1

Our research that we will be presenting at ALT-C 2025 suggests that students tend to over-rate their own skills as AI users while judging their peers as ineffective and uncritical. This suggests a potential mismatch between perception and practice, which can only be addressed by careful and transparent teaching.The core skills that degrees in the Humanities and Social Sciences have long cultivated – analytical thinking, deep reading, independent research, critical reflection, and problem-solving – remain crucial to informed engagement with (or disengagement from) AI. Neglecting these basics potentially undermines students’ ability to engage productively with a whole host of digital tools, of which generative AI is just the most prominent and recent example. The frameworks for cultivating reading practices that we identified in AOR are both human-centred and digitally literate, and can potentially help students navigate a world where reading is increasingly mediated by machines, but still fundamentally a social and intellectual act.

ALT’s Annual Conference is one of the UK’s largest conferences for learning technology and digital education professionals. The conference provides a valuable and practical forum for practitioners, researchers, managers and policy-makers from education and industry to solve problems, explore, reflect, influence and learn.

ALTC25 will take place in Glasgow on 23 and 24 October 2025.  Register closes 20 October 2025.