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Artificial intelligence (AI) applications are increasingly used in various fields. Reviews by Okonkwo and Ade-Ibijola (Computers and Education: Artificial Intelligence, 2, 100033, 2021), Pérez et al. (Computer Applications in Engineering Education, 28(6), 1549–1565, 2020), and Cunningham-Nelson et al. (The 30th Annual Conference for the Australasian Association for Engineering Education (AAEE 2019): Educators Becoming Agents of Change: Innovate, Integrate, Motivate. Engineers Australia, 2019), demonstrate the variety and potential quality of chatbots and AI applications in education. This chapter examines whether and how generative AI (GenAI) can help educators provide feedback on student assignments as part of their learning. While helping students learn GenAI is often discussed, the main focus here is on supporting educators. This exploratory study’s objective is to demonstrate the potential benefits of various GenAI approaches as digital tools for teachers, considering specific educational intents such as the production of written feedback reports, the analysis of assessment criteria, and the development of rubrics. The results show that GenAI can support instructors’ feedback or assessment work if prompting and assessment alignment are appropriately considered.

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An Exploratory Study on the Use of GenAI in Higher Education as Support for Teachers’ Feedback of Written Assignments

  • 章节

  • 发表日期：

    2025年

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  • Stefanie A. Hillen

摘要

Artificial intelligence (AI) applications are increasingly used in various fields. Reviews by Okonkwo and Ade-Ibijola (Computers and Education: Artificial Intelligence, 2, 100033, 2021), Pérez et al. (Computer Applications in Engineering Education, 28(6), 1549–1565, 2020), and Cunningham-Nelson et al. (The 30th Annual Conference for the Australasian Association for Engineering Education (AAEE 2019): Educators Becoming Agents of Change: Innovate, Integrate, Motivate. Engineers Australia, 2019), demonstrate the variety and potential quality of chatbots and AI applications in education. This chapter examines whether and how generative AI (GenAI) can help educators provide feedback on student assignments as part of their learning. While helping students learn GenAI is often discussed, the main focus here is on supporting educators. This exploratory study’s objective is to demonstrate the potential benefits of various GenAI approaches as digital tools for teachers, considering specific educational intents such as the production of written feedback reports, the analysis of assessment criteria, and the development of rubrics. The results show that GenAI can support instructors’ feedback or assessment work if prompting and assessment alignment are appropriately considered.