Facilitating a Collaborative Relationship between Generative AI and the Statistics Student.
This article examines how students can engage with generative artificial intelligence (genAI) as collaborators in the statistics learning process. Prompt engineering is positioned as a transferable, tool-agnostic competency that reinforces core elements of statistical thinking, including clarity, it...
| Publicado en: | American Statistician Vol. 80; no. 3; pp. 360 - 372 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Aug2026
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=195622630&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 195622630 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00031305 STT jtl: American Statistician issn: 00031305 maglogo: Y pubinfo: dt: Aug2026 vid: 80 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 195622630 10.1080/00031305.2025.2608724 ppf: 360 ppct: 12 formats: tig: atl: Facilitating a Collaborative Relationship between Generative AI and the Statistics Student. aug: au: Levine, Richard A. affil: Department of Mathematics and Statistics, San Diego State University, San Diego, CA su: Generative artificial intelligence Prompt engineering Statistical learning Artificial intelligence & ethics Simulation methods & models Collaborative learning Statistical software sug: subj: Generative artificial intelligence Prompt engineering Statistical learning Artificial intelligence & ethics Simulation methods & models Collaborative learning Statistical software keyword: Algorithm development Artificial intelligence prompt engineering Responsible use of genAI Statistical thinking Statistics pedagogy Algorithm development Artificial intelligence prompt engineering Responsible use of genAI Statistical thinking Statistics pedagogy ab: This article examines how students can engage with generative artificial intelligence (genAI) as collaborators in the statistics learning process. Prompt engineering is positioned as a transferable, tool-agnostic competency that reinforces core elements of statistical thinking, including clarity, iteration, and purposeful inquiry. Through illustrative collaborations, we explore applications such as automating and optimizing code, acquiring programming syntax, and designing simulation studies. While these tasks are drawn from upper-level undergraduate and graduate coursework, the running example—a Chi-squared test of association—is intended to spur ideas for incorporating genAI into the introductory statistics classroom. Supplementary materials include (a) an outline of a learning management module and structure of the discussion and activities during my class periods covering this module on responsible use of generative AI; (b) R Markdown files and compiled pdf documents intended to support classroom integration; (c) illustrative comparisons across three widely used platforms—ChatGPT, Copilot, and Gemini—to highlight how differences in output style and reasoning can inform instructional design, rather than to rank or evaluate tools technically. The article concludes with a discussion of strategies for promoting ethical, transparent, and inclusive uses of genAI in statistics education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|