An Experiment of AI-Based Assessment: Perspectives of Learning Preferences, Benefits, Intention, Technology Affinity, and Trust
The rising integration of AI-driven assessment in education holds promise, yet it is crucial to evaluate the correlation between trust in general AI tools, AI-based scoring systems, and future behavioral intention toward using these technologies. This study explores students’ perspectives on AI-assi...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-12-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/14/12/1386 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850241621111603200 |
|---|---|
| author | Ari Alamäki Umair Ali Khan Janne Kauttonen Stephan Schlögl |
| author_facet | Ari Alamäki Umair Ali Khan Janne Kauttonen Stephan Schlögl |
| author_sort | Ari Alamäki |
| collection | DOAJ |
| description | The rising integration of AI-driven assessment in education holds promise, yet it is crucial to evaluate the correlation between trust in general AI tools, AI-based scoring systems, and future behavioral intention toward using these technologies. This study explores students’ perspectives on AI-assisted assessment in higher education. We constructed a comprehensive questionnaire supported by relevant studies. Several hypotheses grounded in the literature review were formulated. In an experimental setup, the students were tasked to read a designated chapter of a paper, answer an essay question about this chapter, and then have their answers evaluated by an AI-based essay grading tool. A comprehensive data analysis using Bayesian regression was carried out to test several hypotheses. The study finds that remote learners are more inclined to use AI-based educational tools. The students who believe that AI-based essay grading is less effective than teacher feedback have less trust in AI-based essay grading, whereas those who find it more effective perceive more benefit from it. In addition, students’ affinity for technology does not significantly impact trust or perceived benefits in AI-based essay grading. |
| format | Article |
| id | doaj-art-8f799f9a71354cbc8c44fe7c6f61f6c0 |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-8f799f9a71354cbc8c44fe7c6f61f6c02025-08-20T02:00:33ZengMDPI AGEducation Sciences2227-71022024-12-011412138610.3390/educsci14121386An Experiment of AI-Based Assessment: Perspectives of Learning Preferences, Benefits, Intention, Technology Affinity, and TrustAri Alamäki0Umair Ali Khan1Janne Kauttonen2Stephan Schlögl3RDI & Competences, Haaga-Helia University of Applied Sciences, Ratapihantie 13, 00520 Helsinki, FinlandRDI & Competences, Haaga-Helia University of Applied Sciences, Ratapihantie 13, 00520 Helsinki, FinlandRDI & Competences, Haaga-Helia University of Applied Sciences, Ratapihantie 13, 00520 Helsinki, FinlandDepartment of Management, Communication & IT, MCI Management Center Innsbruck, 6020 Innsbruck, AustriaThe rising integration of AI-driven assessment in education holds promise, yet it is crucial to evaluate the correlation between trust in general AI tools, AI-based scoring systems, and future behavioral intention toward using these technologies. This study explores students’ perspectives on AI-assisted assessment in higher education. We constructed a comprehensive questionnaire supported by relevant studies. Several hypotheses grounded in the literature review were formulated. In an experimental setup, the students were tasked to read a designated chapter of a paper, answer an essay question about this chapter, and then have their answers evaluated by an AI-based essay grading tool. A comprehensive data analysis using Bayesian regression was carried out to test several hypotheses. The study finds that remote learners are more inclined to use AI-based educational tools. The students who believe that AI-based essay grading is less effective than teacher feedback have less trust in AI-based essay grading, whereas those who find it more effective perceive more benefit from it. In addition, students’ affinity for technology does not significantly impact trust or perceived benefits in AI-based essay grading.https://www.mdpi.com/2227-7102/14/12/1386artificial intelligenceAI-based assessmenttechnology affinitytrusthigher educationEdTech |
| spellingShingle | Ari Alamäki Umair Ali Khan Janne Kauttonen Stephan Schlögl An Experiment of AI-Based Assessment: Perspectives of Learning Preferences, Benefits, Intention, Technology Affinity, and Trust Education Sciences artificial intelligence AI-based assessment technology affinity trust higher education EdTech |
| title | An Experiment of AI-Based Assessment: Perspectives of Learning Preferences, Benefits, Intention, Technology Affinity, and Trust |
| title_full | An Experiment of AI-Based Assessment: Perspectives of Learning Preferences, Benefits, Intention, Technology Affinity, and Trust |
| title_fullStr | An Experiment of AI-Based Assessment: Perspectives of Learning Preferences, Benefits, Intention, Technology Affinity, and Trust |
| title_full_unstemmed | An Experiment of AI-Based Assessment: Perspectives of Learning Preferences, Benefits, Intention, Technology Affinity, and Trust |
| title_short | An Experiment of AI-Based Assessment: Perspectives of Learning Preferences, Benefits, Intention, Technology Affinity, and Trust |
| title_sort | experiment of ai based assessment perspectives of learning preferences benefits intention technology affinity and trust |
| topic | artificial intelligence AI-based assessment technology affinity trust higher education EdTech |
| url | https://www.mdpi.com/2227-7102/14/12/1386 |
| work_keys_str_mv | AT arialamaki anexperimentofaibasedassessmentperspectivesoflearningpreferencesbenefitsintentiontechnologyaffinityandtrust AT umairalikhan anexperimentofaibasedassessmentperspectivesoflearningpreferencesbenefitsintentiontechnologyaffinityandtrust AT jannekauttonen anexperimentofaibasedassessmentperspectivesoflearningpreferencesbenefitsintentiontechnologyaffinityandtrust AT stephanschlogl anexperimentofaibasedassessmentperspectivesoflearningpreferencesbenefitsintentiontechnologyaffinityandtrust AT arialamaki experimentofaibasedassessmentperspectivesoflearningpreferencesbenefitsintentiontechnologyaffinityandtrust AT umairalikhan experimentofaibasedassessmentperspectivesoflearningpreferencesbenefitsintentiontechnologyaffinityandtrust AT jannekauttonen experimentofaibasedassessmentperspectivesoflearningpreferencesbenefitsintentiontechnologyaffinityandtrust AT stephanschlogl experimentofaibasedassessmentperspectivesoflearningpreferencesbenefitsintentiontechnologyaffinityandtrust |