Assignment Wars: Humans with AI — Balancing Integrity, Critical Thinking, and Innovation in Higher Education
DOI:
https://doi.org/10.37134/Keywords:
Generative AI, Physics Education, Thermodynamics, AI-Mediated AssessmentAbstract
The rapid emergence of generative artificial intelligence (AI) tools such as ChatGPT is reshaping higher education, particularly in assessment design. This mixed-methods case study investigates AI-mediated assignments in undergraduate thermodynamics at Universiti Malaysia Sabah (UMS), with comparative pedagogical insights drawn from collaborative academic discussions with partner institutions in Kazakhstan. The “Assignment Wars: Human vs. AI” activity engaged 45 students (n = 45) in critically evaluating AI-generated responses, identifying inaccuracies, and reconstructing disciplinary knowledge. Data were collected through student submissions, course outcome mappings, and reflective feedback. Thematic analysis revealed four key findings: enhanced conceptual understanding, improved critical thinking, increased awareness of factual verification, and strengthened metacognitive reflection. However, students also reported cognitive overload, time demands for verification, and concerns related to academic integrity. Comparative insights from Kazakhstan indicated similar opportunities in promoting critical evaluation skills, alongside shared concerns regarding AI dependency and assessment fairness. The study contributes theoretically by integrating constructivism, critical pedagogy, and the epistemology of error into AI-mediated learning, and practically by proposing a “Humans with AI” assessment model for responsible AI integration in physics education.
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