I’ve had a longstanding interest in exploring how students engage critically with automated feedback and develop their AI literacy. In our LAK22 paper, we argued why it is so important that we develop these skills in learners. There is a heightened necessity in today’s educational landscape for learners in the age of generative AI (Gen AI) to engage with AI critically.
Our upcoming CHI publication investigates the fundamental question: Why do students engage with Gen AI for their writing tasks, and how can they navigate this interaction critically? In our paper, we define in concrete terms and stages how criticality can manifest when students write with ChatGPT support. We draw from theory and examples in empirical data (which are still unbelievably scarce in the literature) to understand and expand the notion of critical interaction with AI.
A pre-print version is available for download on Arxiv [PDF]. Full citation below:
Antonette Shibani, Simon Knight, Kirsty Kitto, Ajanie Karunanayake, Simon Buckingham Shum (2024). Untangling Critical Interaction with AI in Students’ Written Assessment. Extended Abstracts of the CHI Conference on Human Factors in Computing Systems (CHI ’24), May 11-16, 2024, Honolulu, HI, USA. Pre-print: https://arxiv.org/abs/2404.06955
A short video presentation gives the gist of the paper [Follow along with the transcript]