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Generative AI in K-12 Education: The CyberScholar Initiative

Created by
  • Haebom

Author

Vania Castro, Ana Karina de Oliveira Nascimento, Raigul Zheldibayeva, Duane Searsmith, Akash Saini, Bill Cope, Mary Kalantzis

Outline

This paper presents the results of a pilot program using CyberScholar, a generative AI assistant tool for use in elementary and secondary education settings. We studied the impact of CyberScholar's use in English, Social Studies, and World History classes on improving students' writing skills in grades 7, 8, 10, and 11 at three schools in the Midwest and one school in the Northwest. Data were collected through implementation observations, surveys, and interviews with 121 students and four teachers, and qualitative analysis was conducted.

Takeaways, Limitations

Takeaways:
Generative AI tools like CyberScholar have shown that they can help elementary and middle school students improve their writing across a range of subjects.
Helps students improve their writing through detailed feedback, enhanced interactivity, and alignment with grading criteria.
Suggests a shift in the teacher's role in guiding the AI feedback process (from evaluator to guide in fostering students' writing and critical thinking through AI feedback).
Contributes to cybersocial learning, self-regulated learning, and metacognition by helping students perceive writing feedback as a dynamic, interactive process rather than a static assessment.
Limitations:
The research subjects were limited to specific regions, specific schools, and specific grades, making generalization difficult.
Because this is a qualitative study, there is a lack of numerical data.
Lack of long-term impact analysis and impact analysis on the continued use of AI tools.
Lack of consideration of bias and ethical issues in AI tools.
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