Assigning AI: Seven Approaches for Students, with Prompts

Classified as probably not a substantial claim. May combine two claims.

Learning requires motivation and self-regulation.

“Theory: Learning requires motivation and self-regulation.”

• cites Fiorella, 2023 sourcePartly supported

  The Motivational Barriers section links motivation to learners’ use of effortful, self-regulated strategies. The Metacognitive Barriers section says generative learning activities require learners to plan, monitor, and regulate their performance. These passages concern effective use of generative learning activities, not a categorical requirement that all learning requires both motivation and self-regulation; page numbers were not available. (LLM, conf=0.85)

  Experimental — accuracy not yet measured

Classified as probably not a substantial claim.

Learners must be motivated to put in the work to make sense of new ideas.

“Learners must be motivated to put in the work to make sense of new ideas.”

• cites Fiorella, 2023 sourceSupported

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

To be effective, feedback should be timely and goal-oriented, helping students achieve their objectives.

“To be effective, that feedback should be timely and goal-oriented, helping students achieve their objectives.”

• cites Wiliam, 2011 sourceSupported

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Effective feedback pinpoints gaps and errors, and offers explanations about what students should do to improve.

“Effective feedback pinpoints gaps and errors, and offers explanations about what students should do to improve (Wiliam, 2011).”

• cites Wiliam, 2011 sourceSupported

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

We are often poor judges of our own knowledge and may overestimate our understanding of various subjects, blurring the line between familiarity and fluency.

“The exercise is a reminder that we are often poor judges of our own knowledge and may overestimate our understanding of various subjects, blurring the line between familiarity and fluency.”

• cites Deslauriers et al., 2019 sourcePartly supported

  The Results and Discussion say that novice students are poor judges of their learning and that fluent lectures can reinforce inflated perceptions of their abilities. The conclusion suggests this effect may generalize to other college-level subjects. However, the paper discusses fluency of instruction, not a distinction between familiarity with a subject and fluency in it. (LLM, conf=0.83)

  Experimental — accuracy not yet measured

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Unlike educators in a classroom, the AI doesn't know the students or understand the students' context.

“Unlike educators in classroom, it doesn't know the students or understand the students' context”

Classified as probably not a substantial claim.

With guidance and oversight, some of the work of providing personalized feedback can shift to the AI.

“With guidance and oversight however, some of that work can shift to the AI.”

• AssumptionRests on an assumption: Ongoing, tailored feedback is difficult and time-consuming to implement in a large class setting.

May combine two claims.

Students need to frame an experience in a broader context to extract lessons from that experience and to plan ahead.

“While any experience (a test, an assignment, a simulation, a team project) is tied to the present moment, to extract lessons from that experience and to plan ahead, students need to frame the experience in a broader context.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

The process of self-distancing can often be challenging.

“Yet, the process of self-distancing can often be challenging.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

Although the AI shows a lot of promise in providing effective feedback, it does not always do so.

“It's important to note that although the AI shows a lot of promise in providing effective feedback, it does not always do so.”

• AssumptionRests on an assumption: Large Language Models are prone to producing incorrect but plausible facts (confabulation/hallucination).

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

You can't know what the AI will say to any student.

“Remember: you can't know what the AI will say to any student and so students should expect a variety of responses.”

• AssumptionRests on an assumption: You can't know what the AI will say to any student.

Probably not a substantial claim: may not pass S3 (load-bearing).

Effective feedback has three components: feed-up, feedback, and feed-forward.

“It has three components: feed-up, feedback, and feed-forward.”

• cites Kirschner, & Neelen, 2018Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Making mistakes can help students learn, particularly if those mistakes are followed by feedback tailored to the individual student.

“Making mistakes can help students learn.particularly if those mistakes are followed by feedback tailored to the individual student (Metcalfe, 2012).”

• cites Metcalfe, 2012Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

The AI can make up information and is not equally adept across all domains or topics.

“Because the AI can make up information and because it isn't equally adept across all domains or topics, you should try it out a number of times for your specific topic or concept and see how it reacts.”

• AssumptionRests on an assumption: Large Language Models are prone to producing incorrect but plausible facts (confabulation/hallucination).
• AssumptionRests on an assumption: The AI can make up information and isn't equally adept across all domains or topics.

Classified as probably not a substantial claim.

Metacognitive exercises are crucial for learning.

“Metacognitive exercises are crucial for learning but take time and effort and are difficult to prompt in classroom settings for a number of reasons:”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

Confabulation risks for AI Mentor are manageable as long as students take the output of the AI as one possible form of feedback, rather than assuming it is correct.

“Confabulation risks for this use of AI are manageable as long as students take the output of the AI as one possible form of feedback, rather than assuming it is correct.”

• AssumptionRests on an assumption: Large Language Models are prone to producing incorrect but plausible facts (confabulation/hallucination).

Probably not a substantial claim: may not pass S3 (load-bearing).

Reflection after action involves learners blending new information with prior knowledge.

“This type of metacognition involves”

• cites Schön, D., 1987Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Di Stefano et al., 2016Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Students benefit from tutoring by paying close attention to a skill or topic, actively working through problems, and getting immediate feedback as they make progress.

“Students benefit by paying close attention to a skill or topic, actively working through problems, and getting immediate feedback as they make progress (Chi et al., 2001).”

• cites Chi et al., 2001 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based).

Metacognition plays a pivotal role in learning, enabling students to digest, retain, and apply newfound knowledge.

“Metacognition plays a pivotal role in learning, enabling students to digest, retain, and apply newfound knowledge.”

May combine two claims.

Metacognitive exercises can help students generalize and extract meaning from an experience or simulate future scenarios.

“Metacognitive exercises can help students generalize and extract meaning from an experience or simulate future scenarios.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

OpenAI's ChatGPT may not be the best source for a recent topic because it's not connected to the internet.

“OpenAI's ChatGPT may not be the best source for your topic if it's a recent topic because it's not connected to the internet.”

• AssumptionRests on an assumption: ChatGPT may not be the best source for a recent topic because it's not connected to the internet.

May combine two claims.

The AI can help and direct students to engage in a metacognitive process and help them articulate their thoughts about a past event or plan for the future.

“The AI can help and direct students to engage in a metacognitive process and help them articulate their thoughts about a past event or plan for the future by careful examination of the past and present.”

Probably not a substantial claim: may not pass S4 (based).

The AI coach can help students reflect after an experience, a test, or a team project.

“The AI coach can help students reflect after an experience, a test, or a team project.”

Classified as probably not a substantial claim. May combine two claims.

For students with knowledge of a topic, AI can be used to help generate examples and explanations and prompt them to explain a topic to the AI and clear up inaccuracies, gaps, and missing aspects of a topic.

“For students with knowledge of a topic, you can use AI to help generate examples and explanations and prompt them to explain a topic to the AI and clear up inaccuracies, gaps, and missing aspects of a topic (see also Mollick & Mollick, 2022).”

• cites Mollick & Mollick, 2022 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

The AI can augment instruction by playing the role of scenario builder and feedback engine.

“The AI can augment instruction by playing the role of scenario builder and feedback engine.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Students will need to think through how to adapt their skills to various circumstances, which requires that students transfer what they learned.

“Students will need to think through how to adapt their skills to various circumstances.This requires that students transfer what they learned.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

It can prompt individuals to recognize and balance skill sets on any team.

“It can prompt individuals to recognize and balance skill sets on any team, and it can play”

Classified as probably not a substantial claim. May combine two claims.

Practice through role play can not only engage students and give them a sense of agency but help them practice and hone their skills.

“Practice through role play can not only engage students and give them a sense of agency (as they make decisions in each scenario) but help them practice and hone their skills.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

In this scenario, the AI aids with personalized, readily available tutoring and coaching outside of the classroom and the classroom transforms into a hub of systematic engagement.

“In this scenario, the AI aids with personalized, readily available tutoring and coaching outside of the classroom and the classroom transforms into a hub of systematic engagement.”

May combine two claims.

Teammates can provide social support and different perspectives, challenging each other to question points of view and initial assumptions.

“Teammates can provide social support and, crucially, different perspectives, challenging each others to question points of view and initial assumptions.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

The AI coach can help students plan before starting any team project.

“It can also help students plan before starting any team project.”

May combine two claims.

Role-playing challenges and engages students and gives them opportunities to practice the skills they have learned in realistic scenarios.

“Role-playing challenges and engages students and gives them opportunities to practice the skills they have learned in realistic scenarios.”

May combine two claims.

The process of explaining concepts to others prompts students to piece together the elements of a concept, explicitly name those elements, and organize their knowledge so that it can be readily articulated.

“The process of explaining concepts to others calls prompts students to piece together the elements of a concept, explicitly name those elements, and organize their knowledge so that it can be readily articulated (Willingham, 2023).”

• cites Willingham, 2023Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

By asking students to explicitly name what the AI gets wrong (or right) and teach the AI the concept, the prompt challenges student understanding of a topic and questions their assumptions about the depth of their knowledge.

“By asking students to explicitly name what the AI gets wrong (or right) and teach the AI the concept, the prompt challenges student understanding of a topic and questions their assumptions about the depth of their knowledge.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Such changes foster an active learning environment, inviting each student to engage with class concepts, articulate reasoning, and actively construct knowledge.

“Such changes foster an active learning environment, inviting each student to engage with class concepts, articulate reasoning, and actively construct knowledge.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The student's assessment of the AI's output and their suggestions for improvement of that output is a learning opportunity.

“The student's assessment of the AI's output and their suggestions for improvement of that output is a learning opportunity.”

May combine two claims.

Teaching someone else requires flexible knowledge and the ability to improvise responses.

“Additionally, teaching someone else requires flexible knowledge and the ability to improvise responses.”

• cites Kirschner & Hendrick, 2020 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

It can play devil's advocate helping teams question their underlying assumptions and providing alternative viewpoints for any decision.

“It can prompt individuals to recognize and balance skill sets on any team, and it can play”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

Only by learning to use these new tools firsthand can students begin to understand their implications, and prepare themselves for a world where AI forms an important part of their lives.

“Only by learning to use these new tools firsthand can students begin to understand their implications, and prepare themselves for a world where AI forms an important part of their lives.”

May combine two claims.

Metacognitive exercises take time and effort and are difficult to prompt in classroom settings.

“Metacognitive exercises are crucial for learning but take time and effort and are difficult to prompt in classroom settings for a number of reasons:”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

As students role play, they may encounter different scenarios that call for adaptation of theory.

“As students role play, they may encounter different scenarios that call for adaptation of theory.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

AI tools have the potential to aid independent learning and potentially offer personalized engagement.

“As these tools have the potential to aid independent learning and potentially offer personalized engagement, educators can experiment with devoting more in-class time to active discussions, question-and-answer sessions, and collaborative exercises such as 'think-pair-share' sessions.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

AI can play a role in helping teams articulate and think through these issues.

“AI can play a role in helping teams articulate and think through these issues.”

Probably not a substantial claim: may not pass S3 (load-bearing).

When tasked with conveying an idea to another, the complexities and intricacies previously overlooked are revealed.

“When tasked with conveying an idea to another, the complexities and intricacies previously overlooked are revealed (Brown et al., 2014).”

• cites Brown et al., 2014 sourceNot checked — no full text of the source

May combine two claims.

Teams can outperform individuals working alone on many tasks, but only if team members leverage each other's strengths and focus on dividing tasks based on skills and expertise.

“Teams can outperform individuals working alone on many tasks, but only if team members leverage each other's strengths and focus on dividing tasks based on skills and expertise (Hackman, 2011).”

• cites Hackman, 2011Not checked — no full text of the source

May combine two claims.

This kind of practice activates hard thinking as students are pushed out of their comfort zone and are asked to apply theory to practice.

“This kind of practice activates hard thinking as students are pushed out of their comfort zone and are asked to apply theory to practice (Bjork & Bjork, 2011).”

• cites Bjork & Bjork, 2011Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Role-playing is an effective way to challenge students to think about the skills that they have learned; it can serve as a form of deliberate practice.

“Role-playing is an effective way to challenge students to think about the skills that they have learned; it can serve as a form of deliberate practice, or activity aimed at improving the current level of performance (Ericsson & Pool, 2016).”

• cites Ericsson & Pool, 2016Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

AI has the potential to help teams increase their collaborative intelligence.

“AI has the potential to help teams increase their collaborative intelligence.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

It can act as a teammate worthy of a seat at the table, and which can be consulted before making decisions to inspire new action.

“Similarly, it can act as a”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

AI has the potential to help students practice hard to practice skills in new situations.

“AI has the potential to help students practice hard to practice skills in new situations.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

The explanation uncovers gaps in understanding and underscores what students understand and what they don't understand or can't fully explain.

“The explanation uncovers gaps in understanding and underscores what students understand and what they don't understand or can't fully explain.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

Avoiding groupthink and harnessing team members' expertise for projects require a concerted effort.

“Avoiding groupthink and harnessing team members' expertise for projects require a concerted effort”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Self-change is hard and engaging in a re-examination of past events in order to plan for the future is an effortful process.

“self-change is hard and engaging in a re-examination of past events in order to plan for the future is an effortful process;”