Teaching Identity Literature that Blurs Human and Machine to Engage Students

Abstract

This study explores how literature that blurs boundaries between human and machine can engage university students in reflecting on identity and agency. Students encountered texts portraying cyborgs, AI immersed protagonists, or human machine hybrids. Through classroom discussions, creative assignments, and reflective surveys, the research uncovers how such literature prompts students to question selfhood and authenticity. Results show increased critical engagement, empathy toward alternative intelligences, and nuanced understanding of posthuman identity.