Are Two Heads Better Than One?: The Effect of Student-AI Collaboration on Students' Learning Task Performance

Abstract

A growing number of educators expect that artificial intelligence (AI) will augment students' capacities and rapidly transform the teaching and learning practice. However, there is a lack of convincing evidence on the effects of Student-AI Collaboration (SAC) on a learning task's performance. A critical examination of the effects on students' learning performance is a crucial step in understanding the potential benefits of SAC on learning. Through a repeated measure experiment participated by 20 undergraduate students in South Korea, this study examined the effects of SAC on a public advertisement drawing task. The findings revealed that SAC significantly affects creativity in content, expressivity in expression, and public utility in effectiveness varied depending on students' attitude toward AI or on the level of drawing skill. Implications for the design of educational AI and AI literacy education are discussed.

Differences in student-AI interaction process on a drawing task: Focusing on students’ attitude towards AI and the level of drawing skills

“…AI systems enhance students' sensing capacities and may also support students in reflecting on and interpreting the information they receive through the system so that they may effectively mediate and make sense of the AI's interpretations (An et al, 2020). Emerging research efforts have initiated exploring the design of interfaces that can proactively steer students towards specific interpretations of learning data (e.g., Echeverria et al, 2018) or facilitate the scaffolding of more meaningful forms of reflection (e.g., Kim & Lee, 2023). Nevertheless, the optimal approach to effectively guiding students' interpretations while simultaneously leveraging and preserving their unique inferential capacities remains an open question that requires further investigation (An et al, 2020;Echeverria et al, 2018).…”

“…In addition, many studies have noted that an individual's level of domain-specific skills may lead to differences in their interactions and experiences with technology (e.g., Kaptelinin, 1996;Kim & Lee, 2023). As Kaptelinin discussed, the skillful use of technology itself is not the ultimate goal of utilising the technology; instead, people intend to address their unmet needs (problems) within a specific problem space (domains) to acquire quality outcomes and experiences.…”

“…In line with this, there is a growing expectation that AI will serve in important educational roles, such as collaborative peer and personal tutor rather than a simple learning tool (Kim et al, 2022;Kim & Lee, 2023). As a result of these expectations, many researchers in the field of AI in education (AIED) have established a deeper understanding of AI uses for education and its advantages and limitations but with a focus on the technicalities of the technology.…”

Students Experience on Self-Study through AI

“…Investigations into the ethical implications of AI and its influence on students' behavioral intentions reveal the complex relationship between ethical awareness, student engagement, and the effective use of AI technologies in education. Similarly, the role of AI in supporting collaborative learning approaches highlights its potential to improve domain knowledge, self-efficacy, and task performance, thereby contributing to a more dynamic and interactive learning environment (Kim & Lee, 2022;Kwak et al, 2022;Wu & Yu, 2023).…”

ChatGPT: A trusted source?

“…Given the increasing prevalence of AI systems some Universities have significantly reconfigured themselves to design AI literacy into the curriculum (Southworth et al, 2023). The need to improve the AI literacy of students has been called for by several studies (Dai et al, 2020;Kim & Lee, 2023;Ng, Leung, Chu, & Qiao, 2021). Since the launch of ChatGPT and other generative AI tools, there has been a corresponding call for AI literacy specifically in generative AI (Anderson, 2023;Concannon, Costello, Farrell, Farrelly, & Graves Wolf, 2023;Duha, 2023;Henriksen, Woo, & Mishra, 2023;Krügel, Ostermaier, & Uhl, 2023).…”