Loading...
Paper Number
2301
Paper Type
Short
Abstract
The emergence of generative AI (GenAI) has the potential to disrupt education, yet its impact on student productivity and learning is so far mixed. This study investigates the impact of GenAI on student performance in a European business school's Digital Business course. Utilizing data from two course editions (2305 students), one before and one after the introduction of GenAI, the study assesses how the integration of GenAI impacts student performance across multiple dimensions. We find an initial negative impact on critical dimensions (relevance, argumentations, evidence) despite the increase in writing quality. These negative impacts decrease in subsequent assignments, especially for lower performance students, suggesting GenAI’s role in leveling the academic playing field. We show how GenAI experience and depth of interaction with GenAI further improves student performance. The findings highlight the value of integrating GenAI and the need for reassessing education, ensuring GenAI complements rather than replaces learning.
Recommended Citation
Tsekouras, Dimitrios; Belo, Rodrigo; and Cornelius, Philipp, "Generative AI and Student Performance: Evidence from a Large-Scale Intervention" (2024). ICIS 2024 Proceedings. 11.
https://aisel.aisnet.org/icis2024/learnandiscurricula/learnandiscurricula/11
Generative AI and Student Performance: Evidence from a Large-Scale Intervention
The emergence of generative AI (GenAI) has the potential to disrupt education, yet its impact on student productivity and learning is so far mixed. This study investigates the impact of GenAI on student performance in a European business school's Digital Business course. Utilizing data from two course editions (2305 students), one before and one after the introduction of GenAI, the study assesses how the integration of GenAI impacts student performance across multiple dimensions. We find an initial negative impact on critical dimensions (relevance, argumentations, evidence) despite the increase in writing quality. These negative impacts decrease in subsequent assignments, especially for lower performance students, suggesting GenAI’s role in leveling the academic playing field. We show how GenAI experience and depth of interaction with GenAI further improves student performance. The findings highlight the value of integrating GenAI and the need for reassessing education, ensuring GenAI complements rather than replaces learning.
When commenting on articles, please be friendly, welcoming, respectful and abide by the AIS eLibrary Discussion Thread Code of Conduct posted here.
Comments
03-Learning