PERC 2024 Abstract Detail Page
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| Abstract Title: | Investigating student perceptions of creativity and generative ai in computational physics |
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| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Generative Artificial Intelligence (gen-AI) is rapidly becoming more integrated into today's classrooms in all ranges of education. In higher education, Gen-AI is often seen as a resource for students, aiding them in drafting outlines, solving simple mathematical problems, or even decoding or constructing code. In this paper, we analyze essay-based interviews (N=6) from an upper-division computational physics course, in which physics majors addressed their views and attitudes towards Gen-AI and how it affects their learning. We analyzed the concepts of creativity and gen-AI using the Four C Model, a framework encompassing four types of creativity. Our analysis of the data involved coding and characterizing students' definitions of creativity and generative AI. Our findings revealed two main observations: first, students conceptualized their creativity primarily within mini-c and little-c; second, students perceived gen-AI as a resource and learning tool but expressed skepticism regarding its accuracy and creativity. |
| Session Time: | Poster Session 2 |
| Poster Number: | B97 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Pachi Her Oregon State University Corvallis, OR 97333 |
| Co-Author(s) and Co-Presenter(s) |
Patti Hamerski (she/her), Oregon State University |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
