Literaturnachweis - Detailanzeige
| Autor/inn/en | Jansen, Thorben; Höft, Lars; Bahr, Luca; Fleckenstein, Johanna; Möller, Jens; Köller, Olaf; Meyer, Jennifer |
|---|---|
| Titel | Comparing Generative AI and Expert Feedback to Students' Writing: Insights from Student Teachers. Gefälligkeitsübersetzung: Feedback von generativer KI versus Expertenfeedback zum argumentativen Schreiben in der Sekundarstufe: Einblicke von Lehramtsstudierenden. |
| Quelle | In: Psychologie in Erziehung und Unterricht, 71 (2024) 2, S. 80-92Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
| ISSN | 0342-183X |
| DOI | 10.2378/peu2024.art08d |
| Schlagwörter | Künstliche Intelligenz; Referendar; Referendarin; Schuldienst; Feedback; Unterweisung; Sprachmodell; Computerunterstütztes Verfahren; Beurteilung |
| Abstract | Feedback is crucial for learning complex tasks like writing, yet its creation is time-consuming, often leading to students receiving insufficient feedback. Generative artificial intelligence, particularly Large Language Models (LLMs) like ChatGPT 3.5-Turbo, has been discussed as a solution for providing more feedback. However, there needs to be more evidence that AI-feedback already meets the quality criteria for classroom use, and studies have yet to investigate whether LLM-generated feedback already seems useful to its potential users. In our study, 89 student teachers evaluated the usefulness of feedback for students' argumentative writing, comparing LLM against expert-generated feedback without receiving information about the feedback source. Participants rated LLM-generated feedback as useful for revision in 59% of texts (compared to 88% for expert feedback). 23% of the time, participants preferred to give LLM-generated feedback to students. Our discussion focuses on the conditions in which AI-generated feedback might be effectively and appropriately used in educational settings. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2024/3 |
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