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The Acceptance of Assessment AIs in Formal Higher Education: an Exploratory Study.

Berg, S.H.M.P. van den (2023) The Acceptance of Assessment AIs in Formal Higher Education: an Exploratory Study.

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Abstract:There has been an increase in research into the usage of Artificial Intelligence (AI) in educational assessment. AI has been increasingly incorporated into the educational system. However, little research is dedicated to the attitudes and technology preferences of two important stakeholders: students and teachers. This research consisted of two phases: a survey and interviews. The survey consisted of a baseline technology acceptance questionnaire and a set of scenarios. The scenarios provided participants with hypothetical situations in which AI assessment was used in an educational context. The interviews were based on participants' responses. Survey results showed that both participant groups scored high on Performance Expectancy. This was mirrored in scenario responses, where participants favored scenarios that benefit their personal gain. There was no clear relation between baseline scores and scenario acceptance in both groups. For both groups, Perceived Risk and Performance Expectancy were predominantly present in the interviews. The following guidelines were suggested based on the findings: students and teachers need knowledge training and positive experiences with AI assessment before implementation, AI assessment should start its implementation in formative assessment settings and only provide assisting feedback in summative settings, and full program transparency should be offered to both students and teachers.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:70 social sciences in general, 77 psychology, 81 education, teaching
Programme:Educational Science and Technology MSc (60023)
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