Exploring Pre-Service Teachers' Engagement with Generative AI for Multiple-Choice Question Generation

Abstract

This study aims to delve into the process and perceptions of pre-service teachers as they engage in generating multiple-choice questions with the assistance of generative AI tools. Adopting a single-case study design, the research involved the participation of 35 pre-service teachers. The participants were tasked with utilizing generative AI tools to create multiple-choice questions and evaluate the generated items. Following this, a four-hour training session on item writing was provided to the participants. Post-training, they were asked to reassess the AI-generated products. The final phase involved collecting their reflective thoughts on this experience in writing. The qualitative data gathered were subjected to thematic analysis. A comparative examination of the participants’ evaluations indicated a shift towards more detailed assessments that adhered more closely to measurement and evaluation standards. Reflective insights highlighted their positive perceptions of generative AI.