Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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Writing proficiency is an essential skill for upper secondary students that can be enhanced through effective feedback. Creating feedback on writing tasks, however, is time-intensive and presents a challenge for educators, often resulting in students receiving insufficient or no feedback. The advent of text-generating large language models (LLMs) offers a promising solution, namely, automated evidence-based feedback generation. Yet, empirical evidence from randomized controlled studies about the effectiveness of LLM-generated feedback is missing. To address this issue, the current study compared the effectiveness of LLM-generated feedback to no feedback. A sample of N = 459 upper secondary...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

The potential application of generative artificial intelligence (AI) in schools and universities poses great challenges, especially for the assessment of students’ texts. Previous research has shown that people generally have difficulty distinguishing AI-generated from human-written texts; however, the ability of teachers to identify an AI-generated text among student essays has not yet been investigated. Here we show in two experimental studies that novice (N = 89) and experienced teachers (N = 200) could not identify texts generated by ChatGPT among student-written texts. However, there are some indications that more experienced teachers made more differentiated and more accurate...

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