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Exploring AI-generated output through assessment in a university setting: a case study

Richard Baylis, Lukas Helikum, Sarah Jones

Journal of Learning Development in Higher Education, Issue: 38

Swansea University Authors: Richard Baylis, Sarah Jones

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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...

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Published in: Journal of Learning Development in Higher Education
ISSN: 1759-667X
Published: Association for Learning Development in Higher Education 2025
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URI: https://cronfa.swan.ac.uk/Record/cronfa70743
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spelling 2025-12-19T11:57:07.2971206 v2 70743 2025-10-21 Exploring AI-generated output through assessment in a university setting: a case study 94b4f1c7033b10801cd7696329c5d15d Richard Baylis Richard Baylis true false c0664cb4a7e91b7f89767360248e1945 Sarah Jones Sarah Jones true false 2025-10-21 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. Journal Article Journal of Learning Development in Higher Education 38 Association for Learning Development in Higher Education 1759-667X assessment, artificial intelligence, higher education, AI literacy 11 12 2025 2025-12-11 10.47408/jldhe.vi38.1386 COLLEGE NANME COLLEGE CODE Swansea University Not Required 2025-12-19T11:57:07.2971206 2025-10-21T11:38:44.4349637 Faculty of Humanities and Social Sciences School of Management - Accounting and Finance Richard Baylis 1 Lukas Helikum 2 Sarah Jones 3 70743__35867__961ad5db30d045388e8d31407c3ce1ad.pdf 70743.VOR.pdf 2025-12-19T11:55:01.1579621 Output 437520 application/pdf Version of Record true ©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). true eng https://creativecommons.org/licenses/by/4.0/
title Exploring AI-generated output through assessment in a university setting: a case study
spellingShingle Exploring AI-generated output through assessment in a university setting: a case study
Richard Baylis
Sarah Jones
title_short Exploring AI-generated output through assessment in a university setting: a case study
title_full Exploring AI-generated output through assessment in a university setting: a case study
title_fullStr Exploring AI-generated output through assessment in a university setting: a case study
title_full_unstemmed Exploring AI-generated output through assessment in a university setting: a case study
title_sort Exploring AI-generated output through assessment in a university setting: a case study
author_id_str_mv 94b4f1c7033b10801cd7696329c5d15d
c0664cb4a7e91b7f89767360248e1945
author_id_fullname_str_mv 94b4f1c7033b10801cd7696329c5d15d_***_Richard Baylis
c0664cb4a7e91b7f89767360248e1945_***_Sarah Jones
author Richard Baylis
Sarah Jones
author2 Richard Baylis
Lukas Helikum
Sarah Jones
format Journal article
container_title Journal of Learning Development in Higher Education
container_issue 38
publishDate 2025
institution Swansea University
issn 1759-667X
doi_str_mv 10.47408/jldhe.vi38.1386
publisher Association for Learning Development in Higher Education
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Accounting and Finance{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Accounting and Finance
document_store_str 1
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description 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.
published_date 2025-12-11T05:33:28Z
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score 11.096027

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