Advantages and disadvantages of AI-generated content

Objective: The worksheet aims to raise learners' awareness of the advantages and disadvantages of AI-generated content. It encourages critical reflection on the use of AI in an educational context and supports the development of personal rules for responsible use.

Content and methods: In terms of content, the worksheet first clarifies what artificial intelligence can do, in particular the independent creation of texts, images, videos, or music. Learners reflect on the reliability of AI statements, comparing advantages such as time savings and creative impulses with risks such as misinformation or copyright issues. Methodologically, they work with assessment tables to evaluate AI characteristics and with a case study in which the consequences of full AI use are analyzed using a student example. In addition, a role-play to discuss different perspectives and the joint development of rules deepen the understanding of the responsible use of AI.

Competencies:

Media criticism: Ability to question the quality and objectivity of AI content
Ethical judgment: Reflection on fairness, personal achievement, and the integrity of the learning process
Change of perspective: Taking on different roles (teacher vs. student) to understand conflicts of interest in the use of technology

Target group and level: Grade 9 and above

50 other teachers use this template

Target group and level

Grade 9 and above

Subjects

non-subject specific content

Preview

Advantages and disadvantages of AI-generated content

What is AI-generated content?

Artificial intelligence (AI) can independently generate content such as text, images, videos, or music. These are used in schools, workplaces, and the media, for example.

Explain in 2–3 sentences what you understand by AI-generated content.

Comparison task

For each statement, decide whether it describes an advantage or a disadvantage, and come up with your own examples.

How can you recognize responsible AI use?

Finish the given sentences.

Formulate two rules for when the use of AI is appropriate.

Formulate two rules for when the use of AI is problematic.

Assignment

Read through the case study and answer the following questions about the text.

Decision task: What would you do?

You will conduct a role-play based on the case study. Each group member will take on a specific role and decide how to proceed in the given situation.

Phase 1: Preparation

Read the case study carefully once more.
Prepare for the discussion from the perspective of your role:
What is your goal?
What arguments will you present?
What concerns or demands do you have?

Phase 2: Role-Play

Act out a conversation to decide:

How should the use of AI be handled in this case?

Phase 3: Decision & Evaluation

Record the outcome of your role-play.

Group Decision:

AI use permitted
AI use partially permitted
AI use not permitted

Reflection:

Please answer one of the following questions:

How did you feel in your assigned role?
Were there conflicts between the different roles? Why?
Did the role-play change your personal opinion on AI?

Student

Background: You are Tim, a high school student. You have used AI to create a history class presentation and are pleased with the results. Perspective: AI helps you gather information quickly and enhances your productivity. You feel proud of the professional quality of your work but are concerned about missing out on developing your research skills.

Discussion tasks: What are the benefits of using AI for academic work? How might relying on AI affect your learning experience? How can you balance AI use with developing personal skills?

Teacher

Background: You are Tim's history teacher. You have noticed the impressive quality of Tim's AI-generated presentation. Perspective: While you appreciate the polished presentation, you are concerned about students not engaging deeply with the subject matter. You worry about the accuracy and bias of AI-generated content.

Discussion tasks: How can AI be integrated effectively into student learning? What should students be mindful of when using AI for academic purposes? How can you guide students to ensure they develop critical thinking and research skills?

Classmate

Background: You are Tim's classmate. You are intrigued by Tim's use of AI but are unsure about the ethical implications. Perspective: AI-generated content seems convenient, but you question the originality and personal contribution in academic work. You worry about the potential for academic dishonesty.

Discussion tasks: What are your thoughts on the authenticity of AI-generated work? How can students ensure their work reflects their personal understanding and effort? What role does academic integrity play in using AI tools?

Phase 1

What is your goal?

What arguments do you put forward?

What concerns or demands do you have?

Phase 2

How should the use of AI be handled?

Write down your collected arguments here.

Phase 3

Group decision:

AI use permitted
AI use partially permitted
AI use not permitted

Group evaluation

Briefly present your group's results to the whole class. Use the following table to record the decisions made by the other groups and identify similarities and differences. Then answer the questions as a class.

Majority decision: Which result occurred most frequently? Why do you think that was the case?
Differences: Were there groups with completely different results? What was the main argument that tipped the scales?
Role influence: How strongly did the roles (student, teacher, technology enthusiast) influence the decision?