AI Teaching Assistant: Essay Feedback using Noodle Factory

Framework

The integration of Artificial Intelligence within the classroom benefits both students and teachers, in their learning experience and their work balance respectively. Chen et al. (2020) highlight that incorporating AI into teaching enhances both the efficiency and quality of tasks like grading and providing feedback. According to Hicks (2023), AI teaching assistants deliver ongoing feedback, which helps improve students' writing and critical thinking abilities. Sarrazola-Alzate (2023) explains that AI in education is meant to complement teachers' work, rather than replace them. Wong (2021) notes that AI teaching assistants, like Noodle Factory’s Walter, offer personalized support, enabling students to manage their learning at a pace that fits their needs.

Methods

The study aims to evaluate learning gains by focusing on the development of critical thinking skills in students. Participants were selected from Social Sciences and Literature classes, totaling ~ 300 students and more than 10 teachers. The critical thinking test used in the study, developed by Payan-Carreira et al. (2022), was administered to students both before and after the implementation of the AI Teaching Assistant (Noodle Factory). In addition to the critical thinking test, an internal engagement survey was conducted at the same intervals to measure changes in student engagement levels.

The analysis compares pre- and post-intervention outcomes using propensity score matching, as outlined by Salazar Cantú & Garza Gallardo (2020), to control for potential confounding variables and ensure that differences in critical thinking skills and engagement are attributable to the use of the AI tool. This matching method allows for a more accurate comparison between students who used the AI Teaching Assistant and those who did not.

In parallel, the study also assesses the teacher's experience with the AI tool. Data on time management, workload distribution, and overall interaction with the AI Teaching Assistant were gathered through pre- and post-intervention surveys and interviews. This component of the study aims to determine how the use of AI impacts the teacher’s ability to manage time effectively and engage with students.

This detailed methodology allows for a comprehensive analysis of both student outcomes and teacher experiences, providing a clear framework for replication.

Results

The expected results are that students who received continuous, personalized feedback from the AI Teaching Assisstan demonstrated a growth in ther critical thinking skills. It is also expected that students will become more engaged with their learning process, as the instant feedback allowed them to practice more frequently and independently. This increased interaction with the material is expected to lead to a deeper understanding of the subject and improved critical thinking skills over time.

For teachers, it is expected that the usage of the AI Teaching Assistant will significantly reduced the time spent on grading and providing feedback. This will allow for more time to focus on individualized instruction and interaction with students, an innovation in their classes.

Importance

This study is significant as it offers compelling evidence for integrating AI Teaching Assistants as tools that empower students to become active agents of their own learning. Furthermore, it advocates for the strategic use of AI to optimize teachers' time, potentially inspiring those who remain resistant to embrace these technologies in the classroom. Lastly, it underscores the importance of keeping educators at the forefront of technological advancements while fostering student autonomy by enabling them to take control of their educational journey.

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