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Exploring AI-generated output through assessment in a university setting: a case study
Journal of Learning Development in Higher Education, Issue: 38
Swansea University Authors: Richard Baylis, Sarah Jones
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©2025 The Author(s). This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0).
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DOI (Published version): 10.47408/jldhe.vi38.1386
Abstract
Generative AI and large language models have a significant impact on education and business, creating a pressing need for universities to act and support students in their development and understanding of these new technologies. While several emerging studies have investigated the use and perception...
| Published in: | Journal of Learning Development in Higher Education |
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| ISSN: | 1759-667X |
| Published: |
Association for Learning Development in Higher Education
2025
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa70743 |
| Abstract: |
Generative AI and large language models have a significant impact on education and business, creating a pressing need for universities to act and support students in their development and understanding of these new technologies. While several emerging studies have investigated the use and perceptions of AI by students, few focus on how educators can actively engage students in developing their critical understanding. We discuss an innovative assessment approach that exposes students to AI using an AI-generated output, focusing them on evaluating output quality, and then use a survey to examine its success. The assessment intervention allowed them to explore and develop their understanding of the risks and limitations of AI. |
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| Keywords: |
assessment, artificial intelligence, higher education, AI literacy |
| College: |
Faculty of Humanities and Social Sciences |
| Issue: |
38 |