Abstract:

Students in a Physical Therapy program had to do two group presentation around the topic of health and wellness. There were 6 groups. Three groups created the presentation using Artificial Intelligence (AI) and three groups created the presentations in the way they were used to (traditional way). For the second presentations the group that did AI did it in the traditional way and vice versa. All references were removed from the presentations since AI does not do a good job with references and I did not want the students to be influenced by quality of the references or lack thereof.

After the presentations were done, the students had to determine which presentation were created by AI. They all identified the AI presentations correctly. The aspect that identified the content of the AI presentation were that they contained too many words, and too much information. What was surprising though was that the students also identified the AI presentations by the way the students presented and answered questions.

The students that used AI were read more verbatim from the slides and did not elaborate much during the presentations. Also the students that did the AI presentations did not answer questions as readily and could not provide background information as well as the "traditional"groups. During the second presentation the students did slightly better, but still lacked sufficient background information to answer questions well.

We know that students will use AI for papers and presentations. As faculty members it is our duty to teach them how to use AI well. Lecturing about how to use AI well will help somewhat, but to have students compare and contrast presentations and works that they and their classmates have created, encourages them to reflect on the strengths and weaknesses of AI generated works and to understand how important it is to have a foundation of the concepts that they present whether they use AI or not.

Keywords:

Education, Artificial Intelligence.