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A tutorial activity for students to experience generative artificial intelligence: students' perceptions and actions.
Nicole B Reinke1, Ann L Parkinson1, Georgia R Kafer1
1School of Health, University of the Sunshine Coast, Sippy Downs, Queensland, Australia.
Advances in Physiology Education
|March 19, 2025
Summary
Physiology students explored generative artificial intelligence (GenAI) risks and benefits through a constructivist activity. Acceptance of GenAI increased, but concerns about academic integrity and learning persisted, alongside rising misconduct cases.
Area of Science:
- Physiology Education
- Educational Technology
- Artificial Intelligence in Education
Background:
- Freely accessible generative artificial intelligence (GenAI) presents significant challenges to physiology education, particularly concerning student learning and academic integrity.
- Existing research primarily focuses on GenAI's assessment capabilities, with limited exploration of educational activities addressing its risks/benefits or students' perceptions and usage patterns.
Purpose of the Study:
- To implement and evaluate a constructivist-based learning activity designed to help physiology students critically assess generative artificial intelligence (GenAI).
- To explore physiology students' perceptions, beliefs, and evolving uses of GenAI in their academic work and assessment tasks.
Main Methods:
- A cohort of 236 second-year physiology students participated in a 2-year study.
- Students critiqued a ChatGPT-generated exam answer, identifying factual inaccuracies and a lack of depth, followed by discussions on GenAI's role in university studies.
- Student responses (492 posts) were collected via Padlet and analyzed thematically to understand perceptions of GenAI's benefits and risks.
Main Results:
- A discernible trend showed increasing student acceptance of GenAI for learning and assessment over the study period.
- Key student concerns included academic integrity, information accuracy and sourcing, and potential negative impacts on their own learning processes.
- Despite persistent concerns, academic misconduct cases involving GenAI saw an increase.
Conclusions:
- The critical evaluation activity successfully engaged students in understanding GenAI's implications, fostering informed decision-making about its responsible use in learning and assessment.
- The study highlights a complex relationship between increasing GenAI acceptance and persistent ethical concerns among students, necessitating ongoing pedagogical strategies.
- The findings underscore the urgent need for educators to address the evolving landscape of GenAI in higher education to mitigate risks while harnessing potential benefits.
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