Benefits and Challenges of Integrating a Generative AI Assisted Reading Guide in an Undergraduate Journal Club Assignment

Abstract

Abstract Developing scientific reading skills is critical for undergraduate STEM students due to scientific literature’s unique formatting and use of specialized jargon. Generative AI tools such as ChatGPT offer students the ability to ask questions about what they are reading interactively. Previously, we reported the development of a ChatGPT-assisted reading guide that combined structured, active reading strategies with using ChatGPT to clarify unfamiliar words and concepts in real time. In the initial study, undergraduates found the use of the ChatGPT-assisted reading guide helpful in their understanding of an abstract and introduction of a journal article. Here, the ChatGPT-assisted reading guide was used in a journal club assignment for an undergraduate chemistry course. ChatGPT transcripts were analyzed for common types of interactions, and students were surveyed about their experience. Overall, students reported that using the ChatGPT-assisted reading guide was helpful in understanding the article and helped them have more productive class discussions. However, some students also expressed skepticism about using AI tools, citing concerns about accuracy of AI-generated information and the effect of using AI on their own learning.

Ähnliche Arbeiten