Academics and students experienced both positive and negative emotions in relation to GenAI.¶
Claim · All claims
Evidence · 1 study · qualitativer?·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2030: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Both academics and students reported positive and negative emotions in relation to GenAI. → Nicola-Richmond 2025
Evidence¶
Nicola-Richmond 2025¶
Nicola-Richmond, K., Dawson, P., Helen, P., & Macfarlane, S. (2025). It takes a village... Program-wide approaches to redesigning assessment in a time of generative artificial intelligence (GenAI). Journal of University Teaching and Learning Practice, 22(7). https://doi.org/10.53761/zpp2ja61
q2 · i? · qualitative · r?
Finding from the study's thematic analysis of interviews with academics and students: participants "experienced both positive and negative emotions in relation to GenAI". The abstract reports no counts or effect sizes for this finding.
"Academics and students experienced both positive and negative emotions in relation to GenAI."
Discussion¶
Related Claims¶
- Epistemic network analysis linked the PS-GenAI-PF group to negative emotions and higher-order feedback content associations — related
- Students report negative experiences with ChatGPT including inaccurate outputs, lack of emotional connection, and risk of overreliance, which constrain competence — related
- GenAI-supported peer feedback groups produced more suggestions and explanations and less positive affective feedback than the PF group — related
- AI literacy moderates the pathways from perceived AI-adaptive environments to academic emotions, attenuating negative emotional effects among students with higher AI literacy — related
- Thematic analysis of interviews with academics and students about GenAI and assessment yielded three themes: emotions, academic role and identity; assessment must change; and the work and expertise required to change assessment. — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
genai-assessment-positive-negative-emotions |
title |
Academics and students experienced both positive and negative emotions in relation to GenAI. |
description |
Academics and students experienced both positive and negative emotions in relation to GenAI. |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
recheck_by |
2030 |
generated |
by process:wiki-ingest on 2026-10-11 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — nicola-richmond-2025 |
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