Evidence verification and information sources in academic assignments elaborated with generative Artificial Intelligence

Abstract

A pre-experimental study with post-test evaluation and a control group was conducted to assess the results of using a tool for verifying information sources, in the learning of this skill and in reflecting on the use of Generative Artificial Intelligence (GAI) for the development of academic assignments by university students. Thirty university students participated in the online program, divided into two groups: EG (n=20) and CG (n=10). The EG participated in a synchronous session in which information was presented on the use of Generative Artificial Intelligence (GAI) and its relationship to critical thinking. Following this, they were guided in using a questionnaire to verify the quality of the evidence and information sources provided by GAI. The study shows a shift towards higher scores in the identification of relevant characteristics of the evidence in the EG, but less clarity regarding the quality of the information sources provided by GAI and whether they can be verified. It is concluded that the verification of evidence and sources of information is important as part of the critical thinking skills needed for learning in higher education, as well as the necessity to educate students about its ethical and responsible use, and to educate teachers about the implementation of strategies that integrate it in the classroom.