Partnerskaber mellem elever og AI: Nye arbejdsmetoder med generativ AI
DOI:
https://doi.org/10.7146/lom.v17i31.150410Keywords:
generative AI, hybrid minds, epistemic practice, AI tools, cognitive partnerAbstract
The article presents a study on upper secondary school students' use of generative AI tools as cognitive partners for schoolwork. The study consists of a survey among students (n=546) and student interviews (n=18), and it is based on a school project where 22 teachers from three schools completed courses incorporating AI tools. The study shows that students find the greatest potential in using AI tools to receive explanations on subject areas as well as guidance on how to solve a task. Students rate AI tools as far less suitable for producing responses that can be directly used in assignments. Based on the study, the article develops a conceptual framework that provides new insights into different working methods for students' use of AI tools in schoolwork; students use AI tools for production, preparation, inspiration, revision, feedback, and explanation. The study shows that students use AI tools as cognitive partners but also seem to extend this concept by describing chatbots as artificial humans who take on roles as teachers or peers.
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