Evaluating the use of GenAI tools in a virtual learning environment to enhance student engagement and augment traditional teaching methods

This paper will present results of a pilot study to explicitly introduce students to GenAI tools as part of a comprehensive teaching strategy through the institution's existing virtual learning environment (VLE). The specific tools being utilised in this study are AI conversation (socratic and role play) and AI generated quiz questions. The purpose of embedding these tools in the VLE is to create and demonstrate opportunities for appropriate use of GenAI tools. The context for the pilot is the increasing debate around effective and acceptable use of GenAI in education. In January 2024, the Department of Education in their report ‘Generative AI in education’ stated that ‘74% percent of online 16-24 year olds in the UK have used a GenAI tool’. Whilst there are many barriers to effective and ensuring appropriate use of GenAI in education it is anticipated that there may be benefits to academics and their students of introducing some GenAI tools in a directed, transparent and monitored way through an existing VLE. Advance HE (2024) in a recent study entitled ‘GenAI use in higher education: stakeholder perceptions and attitudes’ published by 73% of participants reported that generation of ideas was an appropriate use of GenAI and 61% for creating quizzes. From a pedagogical point of view Dunloskey et al (2013) effective learning techniques require students to be active in their learning and tools such as conversation and quizzing provide these opportunities. In some assessments it is still incumbent on the student to recall information ie an exam or viva situation and therefore requiring long term memory to optimise performance. Ebbinghaus (1885) a German psychologist explained the forgetting curve and this has lead to more recent work in the area of long term memory generation through spaced practice, interleaving and retrieval (Agarwhal and Bain,2019). By setting tasks on a VLE to encourage students to reconnect with materials at regular and spaced intervals it creates opportunities for learning and the production of long term memories. Consequently the more information stored in long term memory the less pressure there is on working memory or cognitive load (Sweller, 1988). A key part of the pilot is to evaluate student knowledge and experience of GenAI tools through an MS Form survey instrument at the beginning and end of the pilot study. Student engagement will also be tracked through attendance records and tracking data on the VLE GenAI tools. The results of the survey will be presented at the conference in the context of how as educators we choose to proceed in the light of the rapid evolution of GenAI.