RAPID: DRL AI: The Development of a Digital Platform for Evaluating and Using AI-Generated Content for Academic Purposes

RAPID：DRL AI：开发用于评估和使用人工智能生成内容用于学术目的的数字平台

• 批准号: 2337969
• 负责人: Amy Hutchison
• 金额: $ 19.96万
• 依托单位: University of Alabama Tuscaloosa
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2337969&HistoricalAwards=false
• 关键词: RAPID; DRL; AI; Development; Digital

The recent development of artificial intelligence (AI) tools such as ChatGPT and Bard present new opportunities and challenges for learners in the elementary and middle grades. Despite their potential for facilitating and supporting scientific reading and writing, there are pressing concerns about how AI tools can produce harmful, biased, and false content, which then gets reproduced by users who lack sufficient critical evaluation skills or do not understand the importance of evaluating AI-generated content. Thus, there is an urgent need to develop instructional materials and strategies to support students’ development of these important critical thinking skills. The purpose of this time-sensitive project is to develop a web-based platform, called Compose With AI, aimed at guiding students to evaluate AI-generated content and use factual information to compose common types of science-focused writing (e.g., composing arguments, claims or solutions related to science topics). The Compose with AI platform will: 1) guide students to gather and critically evaluate content produced by AI, 2) guide students on beneficial and ethical uses of content produced by AI, and 3) scaffold students’ use of AI-generated content as a model and resource for composing science-focused texts. Project researchers will use gathered data to determine what critical evaluation approaches and strategies inhibit and enhance students’ abilities to use and critically evaluate content generated with AI, including when using the Compose With AI platform. The project team will follow a design-based implementation research approach to evaluate the usefulness and usability of the Compose With AI. Data to address the address the research questions will be collected as participants engage in a guided task where they use Compose With AI to evaluate AI-generated content and generate a response to a prompt. A verbal reporting methodology will be used to understand students’ cognitive processes as they think aloud during the task (concurrently) and as they reflect on their work after the task (retrospectively). Verbal protocol analysis will focus on which approaches and strategies students selected from the list presented in the platform, how they used the strategies, which strategies were successful, and which uses of AI were most useful for integrating AI-generated content into their responses. Teacher participants will also provide feedback on the platform design and the student think-aloud tasks. All data will be combined and analyzed qualitatively to answer the research questions. Findings will be used to refine and publicly share the Compose With AI platform for classroom use. This proposal was received in response to the Dear Colleague Letter (DCL): Rapidly Accelerating Research on Artificial Intelligence in K-12 Education in Formal and Informal Settings (NSF 23-097) and funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

人工智能（AI）工具（例如Chatgpt和Bard）的最新开发给小学和中级学习者带来了新的机会和挑战。尽管他们有潜力支持和支持科学读写，但人们对AI工具如何产生有害，有偏见和错误的内容的迫切担忧，然后由缺乏足够的批判性评估技能或不了解评估AI生成内容的重要性的用户重现。这是迫切需要制定教学材料和策略，以支持学生发展这些重要的批判性思维能力。这个时间敏感的项目的目的是开发一个基于网络的平台，称为与AI合作，旨在指导学生评估AI生成的内容，并使用事实信息来构成以科学为中心的撰写类型的常见类型（例如，撰写与科学主题相关的参数，主张或解决方案）。使用AI平台的组合将：1）指导学生收集和批判性评估AI生产的内容，2）指导学生对AI生产的内容的有益和道德用途，以及3）脚手架学生使用AI生成的内容作为模型和资源来撰写科学文本。项目研究人员将使用收集的数据来确定哪种关键评估方法和策略抑制并增强学生使用和对AI生成的批判性评估内容的能力，包括在使用AI平台的撰写时。项目团队将遵循一种基于设计的实施研究方法，以评估与AI合作蛋白的有用性和可用性。当参与者从事指导任务时，将收集以解决研究问题的数据，以便与AI合作评估AI生成的内容并对提示产生回答。口头报告方法将用于理解学生在任务期间（同时）大声思考的学生的认知过程，并在回顾后反思自己的工作。口头协议分析将集中于学生从平台中列出的列表中选择的方法和策略，他们如何使用策略，哪些策略成功以及AI的使用最有用，可用于将AI生成的内容整合到他们的响应中。教师参与者还将提供有关平台设计和学生思考任务的反馈。所有数据将被定性地组合和分析以回答研究问题。调查结果将用于完善并与AI平台公开共享撰写，以供课堂使用。 This proposal was received in response to the Dear Colleague Letter (DCL): Rapidly Accelerating Research on Artificial Intelligence in K-12 Education in Formal and Informal Settings (NSF) 23-097) and funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and数学（STEM）以及信息与通信技术（ICT）职业。该奖项反映了NSF的法定使命，并使用基金会的知识分子优点和更广泛的影响审查标准被认为值得通过评估来获得支持。