Students’ use of generative AI as a feedback source

Project Summary:
The use of generative AI as a learning tool is an increasingly important educational issue. This project is positioned at the interface of student use of generative AI and the concept of feedback literacy which represents the capacities to make the most of human and non-human sources of feedback. An assumption is that generative AI potentially acts as a useful feedback source.

The main goals of the project are to understand students’ experiences of using generative AI; identify current practices, including good practices; and to make recommendations for enhanced use of generative AI. Prior thinking suggests that students need capacities to engage in dialogue with generative AI, critically evaluate its outputs, and utilize them appropriately to enhance their work, knowledge or thinking. This project aims to take these starting points further.

Deliverables:
The main deliverable is negotiable according to student interests, but a good option would be a data analysis report i.e. the collection of some interview and other data from students, followed by simple qualitative data analysis, and written up as a report summarizing students’ views and experiences. A further alternative would be a critical reflective analysis of students’ own use of generative AI with suggestions for further enhancement. A poster is another option.

Preferred discipline(s):
Given that the use of generative AI transcends all disciplines, interested students from any discipline are fully welcomed.

Project Essential Skills:
Some prior experience of using generative AI would be useful, but no particular technical skills are required. Enthusiasm and an inquiring mind are the most important attributes required.

Other Selection Criteria (if any):
N/A

Details of supervision arrangements:
The supervision and progress report meetings can be flexibly arranged. At least one face-to-face meeting would be desirable, followed by a mix of physical or virtual interactions.

References:

Leenknecht, M. & Carless, D. (2023). Students’ feedback seeking behaviour in undergraduate education: A scoping review, Educational Research Review, https://doi.org/10.1016/j.edurev.2023.100549
Carless, D., J. Jung & Y. Li (2023). Feedback as socialization in doctoral education: Towards the enactment of authentic feedback. Studies in Higher Education. https://doi.org/10.1080/03075079.2023.2242888
Carless, D. (2023). Teacher feedback literacy, feedback regimes and iterative change: Towards enhanced value in feedback processes. Higher Education Research and Development, https://doi.org/10.1080/07294360.2023.2203472