Untangling Critical Interaction with AI in Students Written Assessment

Abstract

Artificial Intelligence (AI) has become a ubiquitous part of society, but a key challenge exists in ensuring that humans are equipped with the required critical thinking and AI literacy skills to interact with machines effectively by understanding their capabilities and limitations. These skills are particularly important for learners to develop in the age of generative AI where AI tools can demonstrate complex knowledge and ability previously thought to be uniquely human. To activate effective human-AI partnerships in writing, this paper provides a first step toward conceptualizing the notion of critical learner interaction with AI. Using both theoretical models and empirical data, our preliminary findings suggest a general lack of Deep interaction with AI during the writing process. We believe that the outcomes can lead to better task and tool design in the future for learners to develop deep, critical thinking when interacting with AI.

References in corpus (1)

• CoAuthor: Designing a Human-AI Collaborative Writing Dataset for Exploring Language Model Capabilities

Cited by in corpus (3)

• AI Literacy in K-12 and Higher Education in the Wake of Generative AI: An Integrative Review
• Exploring Collaboration Patterns and Strategies in Human-AI Co-creation through the Lens of Agency: A Scoping Review of the Top-tier HCI Literature
• Co-Writing with AI, on Human Terms: Aligning Research with User Demands Across the Writing Process