Time, emotions and moral judgements: how university students position GenAI within their study
The emergence of Generative AI (GenAI) in higher education has prompted considerable discussion within the research community. Despite their centrality, students’ perspectives remain underexplored....
How AI is fueling an existential crisis in education — Decoder with Nilay Patel
We keep hearing over and over that generative AI is causing massive problems in education, both in K-12 schools and at the college level. Lots of people are worried about students using ChatGPT to cheat on assignments, and that is a problem. But really, the issues go a lot deeper, to the very philosophy of education itself. We sat down and talked to a lot of teachers — you’ll hear many of their voices throughout this episode — and we kept hearing one cri du coeur again and again: What are we even doing here? What’s the point? Links: Majority of high school students use gen AI for schoolwork | College Board Quarter of teens have used ChatGPT for schoolwork | Pew Research Your brain on ChatGPT | MIT Media Lab My students think it’s fine to cheat with AI. Maybe they’re on to something. | Vox How children understand & learn from conversational AI | McGill University ‘File not Found’ | The Verge Subscribe to The Verge to access the ad-free version of Decoder! Credits: Decoder is a production of The Verge and part…
A scoping review on how generative artificial intelligence transforms assessment in higher education - International Journal of Educational Technology in Higher Education
Generative artificial intelligence provides both opportunities and challenges for higher education. Existing literature has not properly investigated how this technology would impact assessment in higher education. This scoping review took a forward-thinking approach to investigate how generative artificial intelligence transforms assessment in higher education. We used the PRISMA extension for scoping reviews to select articles for review and report the results. In the screening, we retrieved 969 articles and selected 32 empirical studies for analysis. Most of the articles were published in 2023. We used three levels—students, teachers, and institutions—to analyses the articles. Our results suggested that assessment should be transformed to cultivate students’ self-regulated learning skills, responsible learning, and integrity. To successfully transform assessment in higher education, the review suggested that (i) teacher professional development activities for assessment, AI, and digital literacy should be provided, (ii) teachers’ beliefs about human and AI assessment should be strengthened, and (iii) teachers should be innovative and holistic in their teaching to reflect the assessment transformation. Educational institutions are recommended to review and rethink their assessment policies, as well as provide more inter-disciplinary programs and teaching.
