Generative AI for Multiple Choice STEM Assessments

• URL: http://arxiv.org/abs/2506.02094v1
• Date: Mon, 02 Jun 2025 17:17:37 GMT
• Title: Generative AI for Multiple Choice STEM Assessments
• Authors: Christina Perdikoulias, Chad Vance, Stephen M. Watt,
• Abstract summary: This study explores the use of generative AI in which "hallucinations" can instead serve a pedagogical purpose.<n>We describe the M"obius platform for online instruction, with particular focus on its architecture for handling mathematical elements.<n>We examine methods for crafting prompts that interact effectively with these mathematical semantics to guide the AI in generating high-quality multiple choice distractors.
• Score: 0.0
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: Artificial intelligence technology enables a range of enhancements in computer-aided instruction, from accelerating the creation of teaching materials to customizing learning paths based on learner outcomes. However, ensuring the mathematical accuracy and semantic integrity of generative AI output remains a significant challenge, particularly in STEM disciplines. In this study, we explore the use of generative AI in which "hallucinations" -- typically viewed as undesirable inaccuracies -- can instead serve a pedagogical purpose. Specifically, we investigate the generation of plausible but incorrect alternatives for multiple choice assessments, where credible distractors are essential for effective assessment design. We describe the M\"obius platform for online instruction, with particular focus on its architecture for handling mathematical elements through specialized semantic packages that support dynamic, parameterized STEM content. We examine methods for crafting prompts that interact effectively with these mathematical semantics to guide the AI in generating high-quality multiple choice distractors. Finally, we demonstrate how this approach reduces the time and effort associated with creating robust teaching materials while maintaining academic rigor and assessment validity.

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