Motivation
Generative AI (GenAI) is developing rapidly and is everywhere, but it still receives limited attention in our university education. Universities are grappling with questions about the ethical use and responsible application of AI language models in education. At the same time, it is becoming increasingly difficult for students to assess the quality of information, due to factors such as information overload, fake news, declining trust in institutions and the lack of university guidelines. This presents us with a dilemma: on the one hand, we want to give students access to new information and tools, but on the other hand, GenAI carries risks, such as the potential to inhibit critical thinking, plagiarism, and questions about fairness due to differences in digital literacy. How do the use of GenAI and critical thinking influence student learning, and how can we support lecturers and students in using AI language models responsibly?
Hypothesis
In this research project, Mirjam investigates how GenAI experience and use relate to critical thinking and learning outcomes in the Bachelor's programme in Business Administration. The use of AI language models can support learning, but at the same time it can put critical thinking under pressure. It is therefore important to understand when GenAI contributes to the quality of work and the achievement of learning objectives and when it does not. In addition, Mirjam's project explores how support, such as short modules and supporting tools, can help students to be critical about the use of GenAI and other information sources.
Desired solution
Mirjam wants to use her insights to provide guidance for lecturers and educational developers who want to innovate education and integrate GenAI in a responsible manner.
In addition, she maps out the student perspective, providing clarity on the opportunities and challenges students experience and the support that helps them use AI language models in an educational manner without diminishing critical thinking.
Plan of action
The pilot is being conducted in the Bachelor's programme in Business Administration, as part of a group assignment for the Strategy course. Students are permitted to use EduGenAI alongside other sources of information. At the start of the course, a questionnaire will be used to assess students' experience with the use of AI language models and to test their critical thinking skills. Students will then be offered two short modules: one on critical thinking and one on (working with) GenAI.
After completing and submitting the assignment, students will be asked to fill in a second questionnaire to assess how they used GenAI, which strategies they applied and which other sources of information they used. Students can also share their experiences and suggestions in this questionnaire. In addition, Mirjam will conduct random interviews with students to gather more information about the opportunities and challenges they have experienced. The submitted assignments are assessed on content criteria and on the extent to which critical thinking is evident.
Ultimately, the project will result in a scientific article on the use of GenAI in assignments, the role of critical thinking and the connection with learning outcomes, supplemented by a practice-oriented report with student perspectives and suggestions for educational practice.
