Presented By: Hartwig Hochmair, University of Florida

The recent surge in Generative AI, notably AI-powered chatbots, has sparked considerable interest in academic circles. This study delves into student evaluations of chatbot capabilities and limitations within an interdisciplinary graduate course titled "Digital Mapping" at UF, attracting students from diverse fields including natural resources, forestry, entomology and geomatics. The course, which covers theoretical and practical elements of digital spatial data mapping and analysis, introduced 22 graduate students to leading chatbots, i.e., ChatGPT, Bard, Claude-2, and Copilot. Instructed to apply these chatbots to five spatial tasks pertinent to the course, students were to assess each chatbot response on a 0-10 scale, highlighting any issues encountered. The tasks formulated by students primarily focused on map projections (19.8%), programming (16.5%), geo-computations (14.9%), and geographic literacy (14.9%). ChatGPT-3.5 emerged as the most favored tool (47.5% of tasks), with Bard following closely (36.1%). More than half of the students (54.5%) preferred using a single chatbot for all tasks, whereas only one student used four chatbots. Image-related tasks showed significant engagement (ChatGPT-4: 40%, Bard: 29%, Copilot: 43%). A Kruskal-Wallis Test indicated no significant difference in response quality across chatbots (Chi-square = 5.03, df = 4, p = 0.283), but it did reveal variations across task categories (Chi-square = 22.048, df = 8, p = 0.0048), with land cover analysis from aerial images receiving the highest scores. The study pinpointed various shortcomings in chatbot responses, including insufficient response detail (23.6%), stalled computations and analysis processes (18.1%), or incorrect computation results (13.9%). These insights suggest that integrating chatbot technology into natural science curricula could enhance educational outcomes and critical thinking skills, encouraging students to experiment with various chatbots, particularly for image analysis tasks, thereby broadening the scope of achievable assignments.

Presented By: Jackson Horton, Mississippi State University
Co-Authors: OP McCubbins, Mississippi State University

Technology integration in education has transformed teaching methods, providing students with enhanced interactive learning experiences. Emerging technologies, such as cloud computing, mobile technology, massive open online courses (MOOCs), games and gamification, augmented reality, and virtual reality (VR), provide educators with resources to improve their teaching methods. Virtual Reality (VR) offers students unique opportunities to gain hands-on experience with content through various programs and scenarios. This study used a modified VR Technology in School-Based Agricultural Education Settings questionnaire to explore teachers' perceptions of VR in Career and Technical Education (CTE) settings. CTE teachers hold a positive view of VR in the classroom, envisioning it as a valuable tool for acquiring new skills, fostering a STEM focus, and enhancing overall learning. Teachers believe students would enjoy VR's immersive experiences and felt that administrators would support its incorporation into their CTE programs. Understanding teachers' perceptions of virtual reality technology is crucial for ensuring its effective use in education. This study addresses a notable gap in the literature and provides insights to guide the implementation of VR in classrooms, promoting more engaging and enriching student learning experiences.

Presented By: Lacey Roberts-Hill, New Mexico State University
Co-Authors: Fisher EasleySmith, New Mexico State University
Parker Greene, New Mexico State University

Peer feedback supports the learning process by providing an intermediate performance check, accompanied by feedback on strengths, weaknesses, and tips for improvement. In the classroom, peer feedback helps students become more self-aware and exposes them to different ways of approaching tasks. The evaluators gain knowledge by examining different examples or methods, and internalizing criteria and standards. To encourage deep reflection with peer feedback, we used the interactive platform, Flipgrid, as a resource for group evaluations. Flipgrid is an online educational platform designed as a social media space, where students can post videos and engage in discussion in response to set topics. Students in an agricultural communications photography course (N = 25) at [University] used Flipgrid as an assessment tool to provide peer critiques to designated photos. Our objectives included: 1) evaluating students' understanding of photo composition elements; 2) promoting discussion through positive and constructive attributes for photos; and 3) facilitating interactive and personalized learning using technology in photography. Students were tasked with assessing the quality of photos from classmates and using peer feedback techniques to suggest areas of improvement. Students were able to create video discussions while incorporating peers' images and other tools to help aid in their critique. Students described their experience using Flipgrid as “engaging”, and “unique”, and stated the platform provided many opportunities for individual exploration and support. Flipgrid creates a collaborative environment through the form of social media, and students said it was a fun alternative to traditional discussion. When implementing Flipgrid activities, we encourage ample instruction and practice time before asking students to complete videos review on their own. This will help build confidence and reinforce high quality peer feedback. We also recommend utilizing Flipgrid to reinforce connections between in person course content and online spaces where students can express content through diversified discussion.

Presented By: Michael Mashtare, Pennsylvania State University
Co-Authors: Emma Steely, Pennsylvania State University

Higher-education is undergoing a transformative shift as educators explore the use of innovative technologies to enhance traditional pedagogical approaches. Here we explore the integration of Artificial Intelligence (AI) (e.g., ChatGPT) and technology-enhanced methodologies in an undergraduate technical communications course for agricultural sciences and biological engineering students taught in fall 2023. In this course, students used AI to draft and edit resumes, cover letters, responses to in-class prompts, and sections of a technical research report. Students were tasked with other technology-driven components, including video presentations and Zoom mock-interviews. End-of-semester anonymous surveys used a 6-point Likert scale and open-ended questions to assess student perceptions on the effectiveness of these approaches. Numerical values (0 - 5) were assigned to the Likert scale responses (e.g., strongly disagree = 0, strongly agree = 5) and mean responses (MR) reported to show strength of response. Mean responses >2.5 suggest agreement, while < 2.5 suggest disagreement. Of those responding (n = 27, 96.4%), 70% never used AI, 50% never participated in a mock interview, and 26% never created a pre-recorded video prior to the course. Asked about their experience with AI, students reported it was useful in drafting documents (89% agree, MR = 3.74), editing documents (93% agree, MR = 4.11) and resumes (89% agree, MR = 3.69), improving their cover letter (96% agree, MR = 4.11), and said to continue teaching it in the course (96%, MR = 4.15). Students found the mock interviews helpful in preparing for the career fair (96%, MR = 3.92) and in their job search (96%, MR = 4.04). Only a slight majority of the students preferred pre-recorded presentations (54%, MR = 2.73), however students acknowledged the utility (81.5%, MR = 3.42). These results underscore the perceived utility of AI integration and technology-enhanced pedagogies in an undergraduate communications course.

Presented By: Kyleigh Hilburn, University of Florida
Co-Authors: Jessica Czipulis, University of Florida

Artificial intelligence (AI) has the potential to make a significant impact on agricultural and natural resources (ANR) communication. AI tools to enhance writing, graphic design, audio, and video are available at a reasonable cost. The objectives of this presentation are to 1) explore how to prepare upcoming professionals to utilize AI tools to support ANR communication to positively impact audiences and 2) examine how AI tools could impact ANR communication messages and programs. To investigate these objectives, we studied AI impacts within the context of a project-based learning graduate ANR communication course focused on instructional and communication technologies in fall 2023. Our team of an ANR communication faculty member and seven graduate students collaborated with plant scientists to develop a Streaming Science electronic field trip (EFT) titled Streaming Strawberries for middle and high school students and a 4-H virtual club funded by a USDA-NIFA grant. For phase one of the research, we deliberately did NOT use AI and maintained a design document to track our human creation and decision-making. At the end of the semester, during phase two, we re-created our project artifacts including the EFT title, learning objectives, branding guide, Teacher’s Guide, scientist biographies, script, website, registration form, and more with the assistance of generative AI tools such as ChatGPT, Bing Dall-E 3, Adobe Illustrator AI, Canva Magic Tools, Wix AI, and Fetchy. We will present, compare, and contrast the two phases of materials in this session. Results indicated the AI visual tools somewhat leaned toward stereotypical science symbols such as mathematical calculations and ChatGPT’s scripting support was somewhat surface-level and included superficial details about the scientists’ research. However, we overall found the AI tools beneficial as they helped generate creative title ideas and increased productivity for basic tasks such as identifying learning standards and outlining a document’s design.

Presented By: Erin Alava, University of Findlay

The objectives were to determine if incorporation of AI (ChatGPT) could promote active learning and improve material retention in a traditionally formatted in person lecture-based Animal Science course. Two sections of Principles of Animal Nutrition were utilized, with one being assigned the ChatGPT assignment (n=33) in lieu of a standard lecture during class and the other remained as the control (n=23; lecture only). The ChatGPT group was provided access to a recorded lecture online after the assignment activity. A base line evaluation was conducted for each section immediately prior to the start of class. A post evaluation was conducted at the beginning of the subsequent class. In addition, a survey was deployed to the ChatGPT class to evaluate student perception. Student performance from the base line evaluation to the post evaluation improved for both treatments for each question, except for one question in which the control group numerically declined from base line to post evaluation. Students in the ChatGPT group agreed or strongly agreed that comprehension and learning was improved (16/29, 55%); engagement with the course material was improved (19/29, 66%); and the ChatGPT assignment improves ability to utilize course material outside of the classroom (13/28, 46%). Alternatively, students disagreed or strongly disagreed (10/29; 34%) that this activity is preferred compared to lecturing; and (14/29, 48%) would not recommend adopting this activity as a permanent replacement for standard lecture. In summary, either standard lecture or the ChatGPT assignment improved retention, and student perception concurs that comprehension, learning, and engagement are improved; however, preference for this activity in place of lecture was low.