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Virtuous or Viceful? How K-12 and Undergraduate Students Use and Perceive Generative AI
Sat, April 11, 3:45 to 5:15pm PDT (3:45 to 5:15pm PDT), Westin Bonaventure, Floor: Lobby Level, San Gabriel CSession Type: Symposium
Abstract
On the one hand, there is a real concern that students are offloading their cognition and work to generative artificial intelligence (AI), which simultaneously violates academic integrity and potentially deprives students of important learning opportunities. On the other hand, some advocate for using generative AI responsibly as a tool for learning. So to what extent are each of these scenarios representative of what students are actually doing? What are students’ perceptions of ethical uses of AI? And when students are having AI do the work for them, what are the implications for learning? In this symposium, we bring together leading experts on AI usage in schools and higher education from different disciplinary backgrounds to bear on these questions.
Sub Unit
Chairs
Papers
Evidence of Students Resorting to GenAI in an Adaptive Learning and Assessment System - Hasan Uzun, McGraw-Hill; Jeffrey Matayoshi, McGraw-Hill; Eric Cosyn, McGraw-Hill; Eyad Kurd-Misto, McGraw-Hill; Sina Rismanchian, University of California - Irvine
Generative AI and Integrity: A Mixed Methods Examination of Student Perceptions and Experience - Annie Camey Kuo, Stanford University; Ruishi Chen, Stanford University; Maria Romero, Stanford University; Victor R. Lee, Stanford University; Denise C. Pope, Stanford University; Sarah Miles, Challenge Success
From Brainstorming to Editing: Student Perspectives on the Ethics of Generative AI Assistance in the Writing Process - Vanessa Dennen, Florida State University; Zhongyu Wang, Florida State University
Measuring Students’ Use of AI in Short Answer Questions in a Course on Intellectual Virtues - Peter Liu, University of California - Irvine; Sina Rismanchian, University of California - Irvine; Shayan Doroudi, University of California - Irvine
Extended Cognition and the AI Challenge to Higher Education - Duncan Pritchard, University of California, Irvine