@ University of Toronto
This is a paper I wrote on understanding the behaviours of undergraduate students and their usage of Generative AI, highlighting the associated ethical concerns and academic risks. Drawing on Brenda Dervin’s Sense-Making model, I argued that understanding how students seek, interpret, and apply AI-generated information is essential for developing effective institutional policies. The model is an information behaviour theory that focuses on how individuals actively construct meaning to bridge gaps in understanding; this process is shaped by personal context, prior knowledge, and goals. I used this model to briefly explore how using GenAI to solve problems and/or make decisions requires further research.
This paper was written for a graduate course at the University of Toronto. The full paper is included below as a writing sample: