Des hypothèses pour concevoir des tâches permettant aux étudiants et étudiantes d’évaluer la pertinence des textes générés par les IA

Abstract

The fact that generative AI is now accessible to the general public presents a challenge for higher education. To address this, we propose to design tasks that enable students to assess the relevance of AI-generated texts. We do this by engaging in an iterative design process which is part of a design-based research method. This process helps us to clarify and test our design hypotheses. These relate to the conditions of viability with respect to the configurations of educational group activities and to the impact on human cognition of any technology – and here specifically, generative AI technology.