TY - GEN
T1 - AI-Human Partnership to Help Students Write Science Explanations
AU - Puntambekar, Sadhana
AU - Gnesdilow, Dana
AU - Passonneau, Rebecca J.
AU - Kim, Chan Min
N1 - Publisher Copyright:
© ISLS.
PY - 2024
Y1 - 2024
N2 - In this paper, we present a case study of designing AI-human partnerships in a real-world context of science classrooms. We designed a classroom environment where AI technologies, teachers and peers worked synergistically to support students' writing in science. In addition to an NLP algorithm to automatically assess students' essays, we also designed (i) feedback that was easier for students to understand; (ii) participatory structures in the classroom focusing on reflection, peer review and discussion, and (iii) scaffolding by teachers to help students understand the feedback. Our results showed that students improved their written explanations, after receiving feedback and engaging in reflection activities. Our case study illustrates that Augmented Intelligence (USDoE, 2023), in which the strengths of AI complement the strengths of teachers and peers, while also overcoming the limitations of each, can provide multiple forms of support to foster learning and teaching.
AB - In this paper, we present a case study of designing AI-human partnerships in a real-world context of science classrooms. We designed a classroom environment where AI technologies, teachers and peers worked synergistically to support students' writing in science. In addition to an NLP algorithm to automatically assess students' essays, we also designed (i) feedback that was easier for students to understand; (ii) participatory structures in the classroom focusing on reflection, peer review and discussion, and (iii) scaffolding by teachers to help students understand the feedback. Our results showed that students improved their written explanations, after receiving feedback and engaging in reflection activities. Our case study illustrates that Augmented Intelligence (USDoE, 2023), in which the strengths of AI complement the strengths of teachers and peers, while also overcoming the limitations of each, can provide multiple forms of support to foster learning and teaching.
UR - https://www.scopus.com/pages/publications/105005828563
UR - https://www.scopus.com/inward/citedby.url?scp=105005828563&partnerID=8YFLogxK
U2 - 10.22318/icls2024.782327
DO - 10.22318/icls2024.782327
M3 - Conference contribution
AN - SCOPUS:105005828563
T3 - Proceedings of International Conference of the Learning Sciences, ICLS
SP - 234
EP - 241
BT - ISLS Annual Meeting 2024
A2 - Lindgren, Robb
A2 - Asino, Tutaleni
A2 - Kyza, Eleni A.
A2 - Looi, Chee-Kit
A2 - Keifert, D. Teo
A2 - Suarez, Enrique
PB - International Society of the Learning Sciences (ISLS)
T2 - 18th International Conference of the Learning Sciences, ICLS 2024
Y2 - 10 June 2024 through 14 June 2024
ER -