Generative AI in K-12 Education: The CyberScholar Initiative
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arXiv
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| Auteurs principaux: | , , , , , , |
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| Format: | Preprint |
| Publié: |
2025
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| _version_ | 1866913997971783680 |
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| author | Castro, Vania Nascimento, Ana Karina de Oliveira Zheldibayeva, Raigul Searsmith, Duane Saini, Akash Cope, Bill Kalantzis, Mary |
| author_facet | Castro, Vania Nascimento, Ana Karina de Oliveira Zheldibayeva, Raigul Searsmith, Duane Saini, Akash Cope, Bill Kalantzis, Mary |
| contents | This paper focuses on the piloting of CyberScholar, a Generative AI assistant tool that aims to provide formative feedback on writing in K-12 contexts. Specifically, this study explores how students worked with CyberScholar in diverse subject areas, including English Language Arts, Social Studies, and Modern World History classes in Grades 7, 8, 10, and 11 in three schools in the Midwest and one in the Northwest of the United States. This paper focuses on CyberScholar's potential to support K-12 students' writing in diverse subject areas requiring written assignments. Data were collected through implementation observations, surveys, and interviews by participating 121 students and 4 teachers. Thematic qualitative analysis revealed that the feedback tool was perceived as a valuable tool for supporting student writing through detailed feedback, enhanced interactivity, and alignment with rubric criteria. Students appreciated the tool's guidance in refining their writing. For the students, the assistant tool suggests restructuring feedback as a dynamic, dialogic process rather than a static evaluation, a shift that aligns with the cyber-social learning idea, self-regulation, and metacognition. For the teaching side, the findings indicate a shift in teachers' roles, from serving primarily as evaluators to guiding AI feedback processes that foster better student writing and critical thinking. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2502_19422 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Generative AI in K-12 Education: The CyberScholar Initiative Castro, Vania Nascimento, Ana Karina de Oliveira Zheldibayeva, Raigul Searsmith, Duane Saini, Akash Cope, Bill Kalantzis, Mary Computers and Society Artificial Intelligence Human-Computer Interaction This paper focuses on the piloting of CyberScholar, a Generative AI assistant tool that aims to provide formative feedback on writing in K-12 contexts. Specifically, this study explores how students worked with CyberScholar in diverse subject areas, including English Language Arts, Social Studies, and Modern World History classes in Grades 7, 8, 10, and 11 in three schools in the Midwest and one in the Northwest of the United States. This paper focuses on CyberScholar's potential to support K-12 students' writing in diverse subject areas requiring written assignments. Data were collected through implementation observations, surveys, and interviews by participating 121 students and 4 teachers. Thematic qualitative analysis revealed that the feedback tool was perceived as a valuable tool for supporting student writing through detailed feedback, enhanced interactivity, and alignment with rubric criteria. Students appreciated the tool's guidance in refining their writing. For the students, the assistant tool suggests restructuring feedback as a dynamic, dialogic process rather than a static evaluation, a shift that aligns with the cyber-social learning idea, self-regulation, and metacognition. For the teaching side, the findings indicate a shift in teachers' roles, from serving primarily as evaluators to guiding AI feedback processes that foster better student writing and critical thinking. |
| title | Generative AI in K-12 Education: The CyberScholar Initiative |
| topic | Computers and Society Artificial Intelligence Human-Computer Interaction |
| url | https://arxiv.org/abs/2502.19422 |