Abstract:

This paper explores the authors’ experiences as they navigate student use of generative AI in higher education, culminating in recommendations to foster AI-empowered use combined with a growth mindset. Incremental assignments will be used as examples to support students as they progress from AI-directed and instant gratification toward AI-empowered and focused on the process of learning. These recommendations will be grounded in the three paradigms for artificial intelligence in education (AIEd) proposed by Ouyang and Jiao [1] and the mindsets proposed by Dweck [2].

The three paradigms proposed by Ouyang and Jiao [1] are AI-directed, AI-supported, and AI-empowered. These paradigms form a continuum where at one end the learner is a passive recipient of AI content (AI-directed), the middle where the learner collaborates with AI (AI-supported), to the goal at the other end of the spectrum where the student leads the AI interactions having the tool support them where they feel it is needed (AI-empowered). Generative AI, such as ChatGPT, allows for all three paradigms to exist based on the prompts entered by the student.

The mindset a student approaches a task can influence their choices and actions. Dweck’s [2] mindsets include a fixed mindset and a growth mindset reflected in one’s perceptions. An individual personifying a fixed mindset may view intelligence as fixed at birth, challenges as barriers, mistakes as failures, resilience as inconsequential, effort as fruitless, feedback as a personal attack, and motivation as extrinsic. An individual personifying a growth mindset may view intelligence as malleable, challenges and mistakes as a natural part of the learning process, resilience and effort as impactful, feedback as necessary for improvement, and motivation as intrinsic. We have both mindsets inside us to varying degrees.

Since generative AI hit the mainstream in November 2022, many students have been utilizing generative AI to circumvent crucial aspects of learning. This circumvention focuses on task completion with minimal effort for the maximum reward (AI-directed/AI-supported, fixed mindset), instead of the acquisition of knowledge and skills (AI-empowered, growth mindset).

There are benefits for educators in using AI for collaborative learning, monitoring, and assessing student work, generation of assignments targeted to support individual learning, and as a research tool to gather information on educational practices [3]. However, in order for students to evolve to AI-empowered use of generative AI, educators will need to model and illustrate how generative AI can be used ethically to empower student learning, rather than a circumvention to the learning process. Utilizing incremental assignments, educators can start students on their journey toward ethical AI use as a tool to support them as they go through the learning process.

References:
[1] Ouyang F, Jiao P. Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence. 2021 Jan 1;2:100020.
[2] Dweck CS. Mindset: The new psychology of success. Reprint, Updated edition. Random House; 2006. 288 p.
[3] Holmes W, Bialik M, Fadel C. Artificial intelligence in education. In: Stückelberger C, Duggal P, editors. Data ethics : building trust : how digital technologies can serve humanity [Internet]. Globethics Publications; 2023 [cited 2024 Mar 14]. p. 621–53. Available from: http://hdl.handle.net/20.500.12424/4276068

Keywords:

Growth Mindset, Higher Education, Generative AI, Evaluation.