HARRISBURG, PA — Two professors from the Harrisburg University of Science and Technology (HU) Interactive Media (IMED) program – Sa Liu, Ph.D., and Charles Palmer, Ph.D. – recently presented original research at the 2026 Society for Information Technology and Teacher Education (SITE) International Conference, held March 23–27 in Philadelphia.
Their poster presentation, “Leveraging Generative AI Tools to Conduct Comprehensive Exams Prior to Project-Based Learning Courses,” examined how generative AI can be used to better prepare undergraduate students for high-stakes, capstone-style coursework. The pilot was implemented within HU’s Interactive Media (IMED) program.
“It was great to meet other educators from around the world who share similar research interests and to build connections with them,” said Dr. Liu.
The research paired two complementary tools. ChatGPT was used to generate a comprehensive, faculty-reviewed exam aligned with the learning objectives of the upcoming Project II course, with vetted questions deployed through the Canvas Learning Management System as randomized quizzes. A customized Microsoft 365 Copilot Learning Coach, also accessible through Canvas, gave students structured, on-demand practice tailored to core course concepts.
“We explored how generative AI tools can strengthen student readiness before project-based learning courses,” said Dr. Palmer. “The approach paired AI-generated comprehensive exams, carefully aligned with program outcomes and reviewed by faculty, with a customized AI-powered Learning Coach that gives students structured, on-demand practice at their own pace.”
Dr. Palmer noted that early results have been promising on both sides of the classroom. “Instructors meaningfully reduced the time spent developing assessments, and students gained repeated, targeted exposure to core concepts before entering high-stakes capstone experiences. It’s a model that works for both sides of the classroom.”
The research team plans to expand the pilot in future iterations, including formal data collection on student performance, engagement, and perceptions of the AI-driven tools.
“There’s still important work ahead: formal assessment of the data, student feedback, and continued refinement,” Dr. Palmer said. “But this pilot points toward something real: a scalable, thoughtful framework for using generative AI to enhance instructional efficiency and student confidence in higher education. We’re just getting started, and we’re looking forward to sharing more as this research grows.”
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