Document Type
Conference Proceeding
Publication Date
Spring 2025
Abstract
The integration of artificial intelligence (AI) and large language models (LLMs) like ChatGPT has transformed higher education, offering innovative solutions for personalized learning and grading. This study investigates students’ perceptions and acceptance of AI-assisted grading compared to traditional teaching assistant (TA) grading using the Technology Acceptance Model (TAM). The research explores how grading methods and exam formats influence key TAM constructs such as perceived usefulness, ease of use, and behavioral intentions. Findings suggest that mixed exam formats (70% multiple-choice, 30% short-answer) yield the highest acceptance rates for AI-assisted grading, emphasizing the importance of balanced assessment structures. The study highlights the need for human oversight in AI grading and recommends tailored strategies to enhance adoption among diverse student groups. These insights contribute to the evolving discourse on the ethical, practical, and educational implications of AI in academia.
Recommended Citation
Bello, R. (2025). Exploring the role of artificial intelligence in higher education: A comparative study on grading methods and the technology acceptance model. 2025 Association of Marketing Theory and Practice Proceedings, 17. https://digitalcommons.georgiasouthern.edu/amtp-proceedings_2025/17
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Technology Commons
