Mackenzie L. Thomas, Seyma N. Yildirim-Erbasli, Shruthi Hariharan
{"title":"探索本科生对人工智能与人类评分和反馈的看法","authors":"Mackenzie L. Thomas, Seyma N. Yildirim-Erbasli, Shruthi Hariharan","doi":"10.1016/j.iheduc.2025.101052","DOIUrl":null,"url":null,"abstract":"<div><div>The use of artificial intelligence (AI) in educational assessment offers scalable solutions to traditional grading challenges, yet concerns about reliability, fairness, and acceptance remain, particularly in subjective domains like writing. This study examines undergraduate students' perceptions of AI-generated scoring and feedback compared to human evaluators. Participants reviewed scores and feedback provided by either AI or a human and completed a survey measuring their perceptions before and after disclosure of the source. Analyses revealed that students often struggled to accurately identify the evaluator. Additionally, while perceptions of AI scoring and feedback were generally moderate, exposure to AI significantly reduced students' confidence in AI scoring. The source of the grading and identification accuracy significantly influenced students' perceptions. Human grading was associated with more positive perceptions, while incorrect identification—when not combined with human grading—also led to more positive perceptions. However, the interaction of human grading and incorrect identification resulted in more negative perceptions. Factors such as comfort with technology, familiarity with AI, and frequency of AI use were significant predictors of students' attitudes toward AI. These findings enhance our understanding of student attitudes toward AI in educational assessment and emphasize the importance of thoughtful implementation to support acceptance in educational contexts.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"68 ","pages":"Article 101052"},"PeriodicalIF":6.8000,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring undergraduate students' perceptions of AI vs. human scoring and feedback\",\"authors\":\"Mackenzie L. Thomas, Seyma N. Yildirim-Erbasli, Shruthi Hariharan\",\"doi\":\"10.1016/j.iheduc.2025.101052\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>The use of artificial intelligence (AI) in educational assessment offers scalable solutions to traditional grading challenges, yet concerns about reliability, fairness, and acceptance remain, particularly in subjective domains like writing. This study examines undergraduate students' perceptions of AI-generated scoring and feedback compared to human evaluators. Participants reviewed scores and feedback provided by either AI or a human and completed a survey measuring their perceptions before and after disclosure of the source. Analyses revealed that students often struggled to accurately identify the evaluator. Additionally, while perceptions of AI scoring and feedback were generally moderate, exposure to AI significantly reduced students' confidence in AI scoring. The source of the grading and identification accuracy significantly influenced students' perceptions. Human grading was associated with more positive perceptions, while incorrect identification—when not combined with human grading—also led to more positive perceptions. However, the interaction of human grading and incorrect identification resulted in more negative perceptions. Factors such as comfort with technology, familiarity with AI, and frequency of AI use were significant predictors of students' attitudes toward AI. These findings enhance our understanding of student attitudes toward AI in educational assessment and emphasize the importance of thoughtful implementation to support acceptance in educational contexts.</div></div>\",\"PeriodicalId\":48186,\"journal\":{\"name\":\"Internet and Higher Education\",\"volume\":\"68 \",\"pages\":\"Article 101052\"},\"PeriodicalIF\":6.8000,\"publicationDate\":\"2025-09-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Internet and Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1096751625000612\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Internet and Higher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1096751625000612","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Exploring undergraduate students' perceptions of AI vs. human scoring and feedback
The use of artificial intelligence (AI) in educational assessment offers scalable solutions to traditional grading challenges, yet concerns about reliability, fairness, and acceptance remain, particularly in subjective domains like writing. This study examines undergraduate students' perceptions of AI-generated scoring and feedback compared to human evaluators. Participants reviewed scores and feedback provided by either AI or a human and completed a survey measuring their perceptions before and after disclosure of the source. Analyses revealed that students often struggled to accurately identify the evaluator. Additionally, while perceptions of AI scoring and feedback were generally moderate, exposure to AI significantly reduced students' confidence in AI scoring. The source of the grading and identification accuracy significantly influenced students' perceptions. Human grading was associated with more positive perceptions, while incorrect identification—when not combined with human grading—also led to more positive perceptions. However, the interaction of human grading and incorrect identification resulted in more negative perceptions. Factors such as comfort with technology, familiarity with AI, and frequency of AI use were significant predictors of students' attitudes toward AI. These findings enhance our understanding of student attitudes toward AI in educational assessment and emphasize the importance of thoughtful implementation to support acceptance in educational contexts.
期刊介绍:
The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.