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Visualization of AI Accuracy: A Novel Assignment for the Teaching of Critical Thinking and Science Writing

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Title: Visualization of AI Accuracy: A Novel Assignment for the Teaching of Critical Thinking and Science Writing
Language: English
Authors: Jessica Cail (ORCID 0009-0008-1651-3739)
Source: Teaching of Psychology. 2025 52(3):285-290.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 6
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Psychology, Accuracy, Artificial Intelligence, Technology Integration, Teaching Methods, Critical Thinking, Writing Instruction, Writing Assignments, Writing Processes, Student Characteristics, Student Attitudes, Trust (Psychology), Primary Sources, Identification, Content Analysis, Science Instruction, Color, Visual Aids, Information Sources, Undergraduate Students
DOI: 10.1177/00986283241289551
ISSN: 0098-6283
1532-8023
Abstract: Background: Rapid changes brought on by generative artificial intelligence (AI) have emphasized the need to teach students to work with this technology while also developing the "robot proof" human skills future workers will need, such as creativity, communication, and critical thinking. Objective: The study objective was to explore whether a fact-checking, generative-AI assignment, inserted between the outline, and first-draft stages of a student's literature review writing process, would relate to student classification, perceptions of AI accuracy, and future trust in AI-generated content. Method: Students in upper and lower division psychology classes used AI to generate a literature review on their final paper topic, which they then fact-checked for accuracy and usefulness using a color-coded system. Results: Lower division students expected more inaccuracy, highlighted less information as inaccurate, and reported greater future trust of AI-generated content than upper division students. Conclusion: Students with more experience critically evaluating primary sources may be better equipped to detect inaccuracies within AI-generated content. Teaching Implications: Teachers of any course requiring a literature review paper may use this assignment to encourage student use of AI with a critical eye toward recognizing where that content is incorrect.
Abstractor: As Provided
Notes: https://osf.io/uf4ps/?view_only=45878a48d34d4fc19fb9de5d63e827e9
Entry Date: 2025
Accession Number: EJ1474315
Database: ERIC
FullText Text:
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  Data: Visualization of AI Accuracy: A Novel Assignment for the Teaching of Critical Thinking and Science Writing
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  Data: <searchLink fieldCode="AR" term="%22Jessica+Cail%22">Jessica Cail</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-1651-3739">0009-0008-1651-3739</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Teaching+of+Psychology%22"><i>Teaching of Psychology</i></searchLink>. 2025 52(3):285-290.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Assignments%22">Writing Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Processes%22">Writing Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+Sources%22">Primary Sources</searchLink><br /><searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Color%22">Color</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Sources%22">Information Sources</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink>
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  Data: 10.1177/00986283241289551
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  Data: 0098-6283<br />1532-8023
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Rapid changes brought on by generative artificial intelligence (AI) have emphasized the need to teach students to work with this technology while also developing the "robot proof" human skills future workers will need, such as creativity, communication, and critical thinking. Objective: The study objective was to explore whether a fact-checking, generative-AI assignment, inserted between the outline, and first-draft stages of a student's literature review writing process, would relate to student classification, perceptions of AI accuracy, and future trust in AI-generated content. Method: Students in upper and lower division psychology classes used AI to generate a literature review on their final paper topic, which they then fact-checked for accuracy and usefulness using a color-coded system. Results: Lower division students expected more inaccuracy, highlighted less information as inaccurate, and reported greater future trust of AI-generated content than upper division students. Conclusion: Students with more experience critically evaluating primary sources may be better equipped to detect inaccuracies within AI-generated content. Teaching Implications: Teachers of any course requiring a literature review paper may use this assignment to encourage student use of AI with a critical eye toward recognizing where that content is incorrect.
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  Data: As Provided
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  Data: https://osf.io/uf4ps/?view_only=45878a48d34d4fc19fb9de5d63e827e9
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  Data: 2025
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  Data: EJ1474315
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        Value: 10.1177/00986283241289551
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        Type: general
      – SubjectFull: Accuracy
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      – TitleFull: Visualization of AI Accuracy: A Novel Assignment for the Teaching of Critical Thinking and Science Writing
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