This study examines the efficacy of using artificial intelligence (AI) generated questions andfeedback to enhance learning through retrieval practice (RP) compared to traditionalrestudying (S). Additionally, the study explored the correlation between students' attitudestowards AI and learning outcomes as measured immediately after learning and two days afterthe learning intervention. Conducted with 18 participants from Umeå University, the researchevaluates the potential of ChatGPT in facilitating RP and improving retention andcomprehension of text-based materials. Participants were presented with two texts and eachtext was assigned to either the RP or S condition. In the RP condition, participants answeredAI-generated questions with feedback, in the S condition, participants reread the texts. Resultsindicate that RP significantly outperformed S in the day 1 and day 3 tests, aligning withestablished research on the testing effect (TE). The authors suggest that AI, as ChatGPT, caneffectively support RP by generating questions and providing dynamic and personalizedfeedback, potentially reducing educators' workload. It highlights the importance of furtherresearch to optimize AI-generated content and feedback mechanisms and to explorelonger-term memory effects. The findings advocate for integrating AI tools in educationalsettings to enhance active learning and retention, and stresses the need for ongoingexploration of AI's role in education.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-226602 |
| Date | January 2024 |
| Creators | Meier, Jack, Löfqvist, Axel |
| Publisher | Umeå universitet, Institutionen för psykologi |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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