Abstract

AI is meanwhile persuading everyday life, hence research on the benefits and challenges of AI in higher education is also booming. The first findings in AI-based teaching of academic writing show mainly a superiority of AI-based over human essay writing in terms of quality, a non-accurate detectability of AI-based writing by human evaluators and general-domain classifiers, and overall better learning outcomes if students are allowed to use AI-support. However, studies on didactic design principles for AI-based teaching and its impact on non-AI-supported students’ writing proficiency are scarce. Therefore, we present the design of an AI-based writing workshop and the first results of a prototype course. Its main didactic principle is active, experiential learning using topics from former unpublished seminar papers and student peer reviews.

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