行动中的人工智能:使用生成人工智能来创建基于多媒体项目评估的多媒体项目时,学生的感知变化
Kellie A Charles1, Arsalan Yousuf1, Han Chow Chua1
1Sydney Pharmacy School, Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW, Australia.
European journal of pharmacology
|March 14, 2025
概括
学生将人工智能 (AI) 视为导师,但主要用于多媒体评估中的创意生成和数据分析. 需要指导,以使人工智能使用与评估完整性保持一致.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 评估设计 评估设计
背景情况:
- 人工智能 (AI) 的日益普及需要新的评估策略来确保学生的真实学习.
- 一项试点研究引入了协作组多媒体评估,允许使用人工智能来探索学生的经验和感知.
- 研究旨在了解人工智能整合如何影响学生对其在学习和评估中的作用的看法.
研究的目的:
- 在协作多媒体评估中调查学生对人工智能的经验.
- 确定人工智能使用是否会改变学生对人工智能在教育环境中的实用性的看法.
- 探索学生评估中的感知和实际AI应用之间的差距.
主要方法:
- 一个探索性的定性案例研究设计被雇用与40名本科生在一个顶点药理学单元.
- 在基于AI角色的概念框架的指导下,对学生日志进行了主题分析.
- 分析了学生对人工智能使用的看法,以及评估前后的活动.
主要成果:
- 学生最初将AI角色视为仲裁员 (49%),Oracle (41%) 和Quant (10%),类似于个人导师.
- 人工智能的实际使用是有限的,主要是作为一个Oracle (86%) 用于创意生成和Quant (14%) 用于数据分析.
- 没有记录过人工智能用于为最终评估生成书面文本的情况.
结论:
- 学生对人工智能的感知和实际使用之间存在差异,这突显了人工智能综合评估的不确定性.
- 对于教育工作者和学生来说,明确的指导方针对于导航人工智能支持的学习和保持评估完整性至关重要.
- 需要进一步的研究来开发强大的框架来评估人工智能辅助的学术工作.
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