Autor: |
Majumdar, Rwitajit, Singh, Daevesh, Mei-Rong Alice Chen |
Předmět: |
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Zdroj: |
Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age; 2024, p341-344, 4p |
Abstrakt: |
Generative AI tools have opened up discussions in the education space and among its policymakers. While educators see opportunities, they also worry that students might only use them to produce their answers if they reflect on the content generated by those tools. In this work, we propose a micro-learning activity where structured reflections are designed as prompts to support comprehension of the learning content and reflection on the learning process. The context of this study is an undergraduate EFL students' reading class where they were allowed to use generative AI tools to comprehend academic research papers written in English. The structured reflection task was authored in a learning analytics-enhanced interactive learning environment that can also trace the learner's interactions. In this pilot study, we present the task design and focus on tracing learners' (n=22) on-task behavior, structured reflection, perceived effort, and judgment of learning from the log data. We present a descriptive analysis of the interactions with the Generative AI tool and the learner's effort and judgment related to the reading comprehension task. [ABSTRACT FROM AUTHOR] |
Databáze: |
Supplemental Index |
Externí odkaz: |
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