⚡ Quick Summary
This study explored how students’ perceptions of artificial intelligence (AI) evolved while using it for a multimedia project-based assessment. Findings revealed a significant discrepancy between perceived and actual AI usage, highlighting the need for clearer guidelines in AI-supported learning environments.
🔍 Key Details
- 👩🎓 Participants: 40 students enrolled in a capstone Pharmacology interdisciplinary unit
- 📝 Methodology: Exploratory qualitative case study with thematic analysis
- 📊 AI Roles Identified: Arbiter (49%), Oracle (41%), Quant (10%)
- 📉 Actual AI Usage: Oracle (86% for idea generation), Quant (14% for data analytics)
- ✍️ Final Assessment: No group used AI to generate written text
🔑 Key Takeaways
- 🤖 Initial Perception: Students viewed AI as a personal tutor.
- 📉 Limited Use: AI was primarily used for idea generation and data analysis.
- 🧩 Role Confusion: A gap exists between how students perceive AI’s role and its actual application.
- 📚 Need for Guidance: Clear instructions are essential for effective AI integration in assessments.
- 🔍 Research Implications: Understanding AI’s role can enhance educational practices.
📚 Background
In an increasingly AI-driven world, traditional assessment methods may not adequately capture the authenticity of student learning. As educational institutions explore innovative assessment types, understanding how students perceive and utilize AI becomes crucial for developing effective learning environments.
🗒️ Study
Conducted in mid-2023, this study involved a group of 40 students participating in a capstone Pharmacology unit. The researchers employed a qualitative case study methodology, utilizing thematic analysis to examine students’ perceptions of AI throughout their multimedia project-based assessment. Logbooks documenting the assessment process served as primary data sources.
📈 Results
The findings indicated that students initially viewed AI as a personal tutor, with roles categorized as Arbiter, Oracle, and Quant. However, during the assessment, AI was predominantly used in the Oracle role for idea generation (86%) and in the Quant role for data analytics (14%). Notably, no student group utilized AI to generate written text for their final assessment, reflecting a tension between perceived and actual AI usage.
🌍 Impact and Implications
The study underscores the importance of providing clear guidance for both educators and students regarding AI’s role in assessments. As AI becomes more integrated into educational practices, ensuring the integrity of the assessment process is vital. This research highlights the need for ongoing dialogue about AI’s capabilities and limitations in learning environments, paving the way for more effective educational strategies.
🔮 Conclusion
This study reveals the complex relationship between student perceptions and actual AI usage in educational assessments. As we continue to explore the integration of AI in learning, it is essential to provide clear frameworks and support to enhance student experiences. The future of education may very well depend on how effectively we can harness AI’s potential while maintaining assessment integrity.
💬 Your comments
What are your thoughts on the integration of AI in educational assessments? We would love to hear your insights! 💬 Share your comments below or connect with us on social media:
AI in action: Changes to student perceptions when using generative artificial intelligence for the creation of a multimedia project-based assessment.
Abstract
INTRODUCTION: New modes of assessments are needed to evaluate of the authenticity of student learning in an artificial intelligence (AI) world. In mid-2023, we piloted a new assessment type; a collaborative group multimedia assessment with AI allowance. The aim of the research study was to explore the experiences of students using AI in a multimedia assessment. We further aimed to determine whether these use cases changed student perceptions of the ways AI can be used in learning and assessment.
METHODS: Students enrolled in a capstone Pharmacology interdisciplinary unit (n=40) were included in an exploratory, qualitative case study methodology. Thematic analysis using an AI role-based conceptual framework was used to explore student perceptions of AI use prior to and during their projects from logbooks documenting the assessment process.
RESULTS: AI was initially perceived by students as having a personal tutor-style role, which aligned with the taxonomy with AI acting as an Arbiter (49%), Oracle (41%) and Quant (10%). In contrast to their earlier perceptions, AI was only used in a limited manner in the early stages of assessment in the idea generation in the role as an Oracle (86%) or in data analytic purposes as a Quant (14%), (n=14 cases in 5 groups). No student group used AI to generate written text for the final assessment.
DISCUSSION: Tension between perceived and actual use of AI is indicative of the uncertainty faced by students with the allowance of AI within assessments. Clear guidance for educators and students about how to assess the AI-supported learning process is needed to ensure the integrity of the assessment system.
Author: [‘Charles KA’, ‘Yousuf A’, ‘Chua HC’, ‘Matthews S’, ‘Harnett J’, ‘Hinton T’]
Journal: Eur J Pharmacol
Citation: Charles KA, et al. AI in action: Changes to student perceptions when using generative artificial intelligence for the creation of a multimedia project-based assessment. AI in action: Changes to student perceptions when using generative artificial intelligence for the creation of a multimedia project-based assessment. 2025; (unknown volume):177508. doi: 10.1016/j.ejphar.2025.177508