Understanding AI Literacy for Higher Education Students: Implications for Assessment

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aut.relation.conferenceAI in Higher Education Symposium
dc.contributor.authorHarris, Geri
dc.contributor.authorGander, Tim
dc.date.accessioned2024-08-22T02:08:11Z
dc.date.available2024-08-22T02:08:11Z
dc.date.issued2024-09-04
dc.description.abstractThe level of AI literacy among New Zealand's learners varies significantly. The use of AI tools in assessments also shows a lack of consistency in ethical and responsible usage. This paper aims to lay the groundwork for understanding AI literacy and the ethical use of AI tools in assessments. The research has practical implications for educators, policymakers, and students. Currently, existing AI literacy frameworks have not been empirically tested, so the true nature of AI literacy in New Zealand is largely unknown. The authors propose a comprehensive study to evaluate and enhance AI literacy among higher education learners using a mixed-methods approach. This includes conducting a survey to assess students' familiarity with AI concepts, practical application skills, and understanding of ethical considerations within assessments. The survey findings are expected to illustrate the impacts of AI technologies on assessment equity, access, and quality. This will contribute to the development of a theory on the effective and ethical use of AI tools in academic assessments.
dc.identifier.citationHarris, G., & Gander, T. (2024, September 4). Understanding AI Literacy for Higher Education Students: Implications for Assessment. Presented at the New Zealand AI in Higher Education Symposium - Connecting New Zealand's universities to pioneer the future of AI-enhanced education, Castle 2 Lecture Theatre, University of Otago, Dunedin, New Zealand. Retrieved from [https://events.otago.ac.nz/aihe-2024/].
dc.identifier.urihttp://hdl.handle.net/10292/17917
dc.publisherUniversity of Otago
dc.relation.urihttps://events.otago.ac.nz/aihe-2024/
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation). The original publication is available at (see Publisher's Version)
dc.rights.accessrightsOpenAccess
dc.subjectAI Literacy
dc.subjectEquity in Education
dc.subjectInnovative Educational Practices
dc.subjectAssessment Policy
dc.titleUnderstanding AI Literacy for Higher Education Students: Implications for Assessment
dc.typeConference Contribution
pubs.elements-id566573
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