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Case studies

A key element of exploring the possibilities of AI is talking about and sharing what we are doing with AI in student education. This will help us to find ways to make it work for us and our students. It will take time to develop a robust evidence base of the most effective uses of Gen AI in teaching and assessment, but colleagues at Leeds are already trying out a range of exciting and innovative approaches.

We'd love to share your experience - contribute by emailing: AI@leeds.ac.uk

There is also an initiative to create a resource bank of assessment case studies as exemplars to inform practice. Please fill in the assessment resources MS Form if you have materials to share.

Generating ideas and images

Francisco Oliveira de Queiroz, Arts, Humanities and Cultures

What did you do?

In the MA Advertising and Design, we have encouraged students to use Generative AI tools supporting ideation techniques such as morphological matrix, as well as allowed them to use AI-generated images as part of their submission.

Why did you do it that way?

The justification for allowing AI-generated images is that – although design execution is important – illustration, photography, and image editing skills are not the focus of the modules or programme. Using AI-generated text to assist with ideation, on the other hand, was seen as a means to explore concepts faster.

What was the impact?

The impact of AI-assisted design process on assessment was, in a sense, quite reassuring: it seems that polished AI-generated images do not always translate into the successful communication of ideas the programme strives for. Likewise, AI-Generated ideas are often limited in meaning and expression. On the other hand, those who could build from their creative skills have seen their outcomes improved through the use of AI.

Critical comparisons: students vs ChatGPT

Malek El Diri, Business

What will you do?

ChatGPT will be used as part of formative assessment. Students will be given an exam-style question to solve on their own. They will then be requested to check the answer on ChatGPT and compare their answers to those provided by ChatGPT. Students will be asked to request feedback from ChatGPT on their answers too. In the following step, they will be asked to criticise the answers provided by ChatGPT in terms of strengths and weaknesses. They will also be asked to evaluate the feedback provided by ChatGPT. Finally, they will be asked to mark both their answers and the answers provided by ChatGPT and discuss their work in the classroom.

Why will you do it that way?

This activity aims to improve students critical abilities when using AI sources by identifying their strengths and weaknesses. This contributes to directing students on how to use those tools to enhance their learning in the future.

Adapted from: 101 Creative Ideas to Use AI in Education

Critical thinking in public history

Katie Carpenter, Arts, Humanities and Cultures

What did you do?

Students on my public history module are set a 2,000-word essay. Instead of giving them a standard essay, I typed the essay questions into ChatGPT and asked it for a short answer of 1–3 sentences. The student’s essay is whether or not they agree with the statement it produced.

Why did you do it that way?

The goal here was to give students a statement they could stick their teeth into and pull apart, thus advancing their critical thinking. As well as agreeing or disagreeing with the statement, they can think about how and why ChatGPT presents public history the way it does. As a public historian (and a public history module), it was important to me that the assessment engages students with the world around them.

Adapted from: 101 Creative Ideas to Use AI in Education

External case studies