Document Type
Chapter
Abstract
Generative Al technologies offer new opportunities for enhancing student learning that go beyond chatbot interfaces like ChatGPT. This chapter presents reflections from a small study about the possible benefits and challenges posed by integrating Al-powered reading assistants in first-year writing courses. Careful integration of these tools suggests potential benefits that do not simply generate text on students' behalf. For example, reading assistants like Explainpaper and SciSpace are powered by large language models like OpenAl's GPT and can help students augment reading. This application of generative technology could aid non-native speakers, students with disabilities, and those struggling with reading comprehension. However, educators should thoughtfully design assignments and leverage Al to ensure students develop critical reading skills rather than offload comprehension to an algorithm.
Journal/Book Title/Conference
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
Publisher
Utah State University
Publication Date
2024
First Page
111
Last Page
119
Recommended Citation
Watkins, Marc, "7. Automated Aid or Offloading Close Reading? Student Perspectives of AI Reading Assistants" (2024). Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions. Paper 36.
https://digitalcommons.usu.edu/teachingai/36