Patti C. Hamerski
ABSTRACT
Generative artificial intelligence (gen-AI) has become ubiquitous in daily life, including classroom environments where students are using it to assist them on their coursework. Given the widespread use of this tool and the lack of knowledge over how it can support learning, there is a need for educators to have a framework for using it in the classroom and teaching their students usage strategies that are beneficial for learning. One pathway forward is through creativity, a process crucial for learning and also connected to the act of using gen-AI. This poster demonstrates the results of a study designed to provide an in-depth view on how creativity intersects with gen-AI usage in a computational physics course. In the course, students learn about computing tools during group-based, open-ended computational physics activities. Students are often tasked with using gen-AI to explore and help make decisions. The findings demonstrate a connection between using gen-AI and engaging in creative processes, and the implications point to strategies for supporting student usage of gen-AI.
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Index Terms
- Generative AI as a Resource for Creativity in Computational Physics
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