Epistemologies of Authentic Assessments Amidst the AI Advancement: An Evaluation of the Divergence Between Traditional and AI-Generated Scientific Illustrations

Epistemologies of Authentic Assessments Amidst the AI Advancement: An Evaluation of the Divergence Between Traditional and AI-Generated Scientific Illustrations

Mokgaetji Georginah Mokganya & Innocent Zitha

Issue: Vol.6 No. 10 2025 Article 5 pp. 996 – 1009
DOI : https://doi.org/10.38159/jelt.20256105 | Published online 31st October, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

As artificial intelligence (AI) continues to advance and improve its capacity to provide detailed explanations, a critical question emerges: Can students still cultivate a deep and meaningful understanding of educational material? This question underscores the need to reassess and innovate the methods that researchers use to evaluate student comprehension in this rapidly evolving technological landscape. This study focuses on exploring the significant differences between traditional scientific illustrations, crafted by students and those generated by AI tools. A diverse group of 267 students from the University of Venda in South Africa participated in the evaluation process, which used a comprehensive assessment tool designed to allocate a maximum of 10 marks based on various criteria, such as clarity, accuracy, and relevance of the illustrations. To assess the capabilities of different AI tools, the researchers specifically instructed the selected students to use the AI system to generate an illustration of the root cap structure of the buttercup plant. Through this approach, students were empowered to effectively monitor and reflect on their own learning processes and outcomes. The findings from this study suggest that educational instructors should emphasise the importance of critical evaluation when students engage with AI-generated content. In particular, educators and lecturers should guide students to assess AI responses by scrutinising factors such as accuracy, potential biases inherent in AI algorithms, and the degree of simplification presented in the illustrations. By promoting an active engagement with technology, students are encouraged to become discerning users of AI tools, rather than passive consumers of content. State the contribution of this study to scholarship.

Keywords: Active learning, Artificial Intelligence, Balance, practical application, digital competence, critical thinking, self-supervised learning.

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AUTHOR(S)

Mokgaeti Georgina Mokganya serves as a Senior Lecturer and Researcher at the University of Venda, where she is an integral part of the Faculty of Science, Engineering, and Agriculture. Within this faculty, she is affiliated with the Department of Science Foundation, where she focuses on enhancing the academic foundation of students in the sciences. Her research interests encompass various areas within science education, with a commitment to fostering student engagement and improving teaching methodologies. Through her work, Mokgaeti aims to contribute to the advancement of knowledge and innovation in her field, while also mentoring aspiring scientists and engineers.

Innocent Zitha is a lecturer and researcher specialising in English Academic Literacy within the School of Languages in the Faculty of Humanities at North-West University. With over five years of experience in higher education, he has developed a profound understanding of the challenges students face in mastering academic writing and literacy skills. His research focuses on enhancing educational practices and promoting effective communication in English among diverse student populations. In addition to his teaching responsibilities, he has made significant contributions to his field through his scholarly work. He has authored and co-authored a total of 21 papers and three book chapters, all published in reputable peer-reviewed journals. His publications reflect his commitment to advancing knowledge in English Academic Literacy and improving educational outcomes for students.

TO CITE ARTICLE

Mokganya, Mokgaetji Georginah, and Innocent Zitha. “Epistemologies of Authentic Assessments Amidst the AI Advancement: An Evaluation of the Divergence Between Traditional and AI-Generated Scientific Illustrations.” Journal of Education and Learning Technology 6, no. 10 (2025): 996 – 1009. https://doi.org/10.38159/jelt.20256105.