Min Kyu Kim, Ph.D., assistant professor in Learning Sciences, published an article for Assessment and Evaluation in Higher Education.
The article is titled “Learner experience in Artificial Intelligence scaffolded argumentation.” We asked Kim some questions about his work.
How does this publication help with your research goals and/or interests?
My research pursues answers to two critical questions in education: (a) how can we personalize and advance learning experiences supported by emerging technologies such as AI and augmented reality? and (b) how can we design highly accessible learner experiences using learning technologies that deepen learner engagement?
In this study, we designed a prototype of the AI-supported scaffolding system (AISS) that provide personalized scaffolds for writing scientifically sound argument (Q1) and tested learner experience and engagement in the task on AISS (Q2).
Summarize your topic:
“Writing academic arguments is a complex and demanding task, even for proficient tertiary students. At the same time, providing prompt support for individual students working on discipline-specific arguments is often challenging for instructors. Artificial Intelligence (AI) techniques enable automated and adaptive educational scaffolding. In this study, we leveraged Natural Language Processing (NLP) AI techniques in an AI-Supported Scaffolding (AISS) system to evaluate written arguments and present alternative writing examples that human experts might write. To evaluate a pilot version of AISS, we gathered mixed-method data from 14 students enrolled in two sections of the same graduate-level online course (6 students in Cohort 1 and 8 students in Cohort 2). We used the Tool for the Automatic Analysis of Cohesion (TAACO) to track revisions in written arguments. TAACO indices demonstrated that the students used AI-generated scaffolding to build stronger claims with more elaborate and cohesive ideas. In written reflections, students revealed their perceived value of AISS, and visual inspection of their written arguments indicates that students used AISS feedback to improve their arguments. The findings demonstrate the potential of AI to provide personalized scaffolding for academic argument composition.”
Are there other people to be credited?
Nam Ju Kim, and Ali Heidari, a doctoral student in the learning technology program, co-authored the paper.