Presentation
97. Transforming Learning: Assessing the Efficacy of a Retrieval-Augmented Generation System as a Tutor for Introductory Psychology
SessionPoster Session 2
DescriptionThe introduction of Large Language Models (LLMs) have captured public imagination and represent a marked improvement in AI in Education (AIED) capabilities. But there is concern that student reliance on automated tools to complete written assignments may lead to a decline in learning. This study investigated whether participant use of LLMs to complete a writing assignment affected retention of learning content. Undergraduate participants (N = 109) were randomly assigned to complete a writing assignment under one of three conditions: 1), with the assistance of a Retrieval-Augmented Generation (RAG)-based AI psychology tutor; 2) with the assistance of unmodified GPT-4 Turbo; 3) with no AI assistance. After completing the writing task, students completed a posttest quiz to assess their retention of learning material. An ANCOVA revealed a significant difference in quiz score between conditions when controlling for self-reports of effort (p = .008, R2 = .150).
Event Type
Poster
TimeThursday, September 12th5:30pm - 6:30pm MST
LocationMcArthur Ballroom
Aging
Augmented Cognition
Children's Issues
Communications
Cybersecurity
Education
Environmental Design
General Sessions
Human AI Robot Teaming (AI)
Macroergonomics
Occupational Ergonomics
Student Forum
Surface Transportation
Sustainability
System Development