Redesigning Assessments for AI-Enhanced Learning: A Framework for Educators in the Generative AI Era
Education Sciences,
Год журнала:
2025,
Номер
15(2), С. 174 - 174
Опубликована: Фев. 2, 2025
The
emergence
of
generative
artificial
intelligence
(Gen
AI)
in
education
offers
both
opportunities
and
challenges,
particularly
the
context
student
assessment.
This
study
examines
faculty
members’
motivations
to
redesign
assessments
for
their
courses
Gen
AI
era
introduces
a
framework
this
purpose.
A
qualitative
methodology
was
employed,
gathering
data
through
semi-structured
interviews
focus
groups,
along
with
examples
redesigned
assessments.
Sixty-one
members
participated
study,
were
analyzed
using
deductive
inductive
thematic
approaches.
Key
redesigning
included
maintaining
academic
integrity,
preparing
learners
future
careers,
adapting
technological
advancements,
aligning
institutional
policies.
However,
also
highlighted
significant
such
as
need
professional
development
addressing
equity
accessibility
concerns.
findings
identified
various
innovative
assessment
approaches
tailored
requirements
era.
Based
on
these
insights,
developed
conceptual
titled
“Against,
Avoid,
Adopt,
Explore”.
Future
research
is
needed
validate
further
refine
its
application
educational
contexts.
Язык: Английский
Exploring user perceptions: The impact of ChatGPT on high school students' physics understanding and learning
Advances in Mobile Learning Educational Research,
Год журнала:
2024,
Номер
4(2), С. 1197 - 1207
Опубликована: Дек. 4, 2024
Artificial
intelligence
(AI)
in
education
is
increasing,
including
ChatGPT
as
a
learning
tool
physics
subjects.
This
study
aims
to
analyze
high
school
students'
perceptions
of
using
learning,
focusing
on
demographic
factors
such
gender,
academic
level,
and
duration
use.
Involving
167
students,
the
used
survey
evaluate
views
various
aspects
experience
with
ChatGPT,
effectiveness,
clarity,
consistency
information,
tool's
ability
enrich
understanding
concepts.
Results
showed
that
were
positive
overall,
perceived
helping
deepen
concept
understanding,
improving
correct
misconceptions,
providing
an
enjoyable
experience.
Significant
differences
found
based
gender
while
use
no
overall
significant
effect,
though
longer
enhanced
specific
benefits.
These
findings
highlight
potential
support
by
addressing
diverse
needs
outcomes,
offering
insights
for
educators
integrating
AI
tools
effectively
into
classrooms.
Язык: Английский