Abstract:
The emergence of Artificial Intelligence (AI) tools like ChatGPT has caused blunt
creativity and innovativeness among undergraduate students. Although the
early 1990s are evident as the dawn of AI exploration in Sri Lanka, with the
launch of ChatGPT in late 2022, even school children began to benefit from AI.
Due to the ability of ChatGPT to comprehend and generate human-like texts,
undergraduate students are still assisted by AI in their assignments. The problem
persists since not all higher education institutes can access AI detectors. In light
of this, giving students unique and creative assessments that are difficult for
artificial intelligence to replicate is one-way educators may foster student
creativity while preventing them from using AI technologies to complete the
assessments. The primary goal of this study is to investigate AI limitations and
consider AI limitations, suggesting creative and innovative assessment strategies
in higher education that artificial intelligence is incapable of easily reproducing.
The current study used a qualitative study design that followed the
interpretivism philosophy and inductive approach. Eight structured interviews
were conducted physically with academics representing higher education and
reached saturation. Content analysis was used to analyze qualitative data.
Socratic Seminars, Oral Exams, Reflective Essays, Fieldwork, Polls and Quizzes,
and Live Discussions were the outcomes of the research. The study highlights the
importance of designing assessments go beyond conventional structures to
enhance the undergraduate's creativity.
