Abstract
The presentation discusses an assignment developed to assist students in “embracing” AI as a tool for learning in a writing intensive senior capstone course. In recent semesters, faculty have complained with increasing volume and intensity about students using AI to “write everything” and when they question students what they learned by writing, they cannot answer even simple questions about the content. Instead of approaching the use of AI for writing assistance in response to take home essay exam prompts, this study looked at how assisting students in “embracing and declaring” the use of AI might be used to facilitate them learning the content while utilizing what AI has to offer. This approach requires students to “declare” their AI usage and develop a “Learner’s Statement” about the essay they develop using AI. The study hypothesized: Use of AI assistance in researching and writing in response to course essay prompts could be structured in such a way that external raters (faculty outside the course) would assess student essays for “how much they learned” as similar whether they were declared to be AI assisted or “original” writing. The average on “learning” for the “original” essay group was 5.71 (N=14) and the average for the “AI assisted” group (N=16) was 5.69. The average score on the “questions” rating for the “original” essay group (N=14) was 5.21 and the average on the “questions” rating for the “AI assisted” group (N=16) was 5.19. We present the full AI Declaration and Assessment approach.
Details
Presentation Type
Theme
Past and Present in the Humanistic Education
KEYWORDS
AI usage AI and Writing AI and Learning
