Tingyu Zhang
Assignments & Activities Archive
Activity Description
This activity teaches undergraduates to critically locate and verify sources by triangulating results from Perplexity AI (free version), Google Scholar, or Academic Search Complete, using the CRAAP framework (Currency, Relevance, Authority, Accuracy, Purpose) to evaluate sources (Blakeslee 6). Rather than treating AI as a shortcut, it frames generative AI as an object of critical inquiry. Grounded in Self-Determination Theory (Deci and Ryan 5), the activity supports autonomy through topic and prompt choice, competence through scaffolded source finding and verification steps, and relatedness through peer and whole-class discussion. First, students should be taught how to identify keywords for their research questions. Second, after a brief demonstration and guided practice, students locate six sources using traditional databases from Google Scholar or Academic Search Complete. Third, students are introduced to Perplexity AI through a guided demonstration and use it to locate six additional sources related to their research questions. They are shown how the tool retrieves and summarizes information and then use it to locate 6 sources with direct links related to their research questions. Using traditional databases first allows students to understand how these systems function and how overwhelming the results can be. Afterwards, introducing Perplexity helps them see how AI-driven searches can support the research process by identifying relevant sources more efficiently and with less cognitive load. Fourth, students evaluate and select three credible sources from Perplexity and three from Google Scholar or Academic Search Complete using the CRAAP test. Fifth, they identify the three most credible sources using the test and complete an evaluation form. Sixth, they engage in a Think–Pair–Share activity to compare AI-generated and database-verified sources and select the single most credible source. Finally, a whole-class discussion addresses AI mislabeling, algorithmic bias, and ethical research practices, followed by a reflective assignment on how evaluation criteria informed their decisions. To support engagement with research practices, this activity draws on Lepper and Hodell’s two out of four sources of intrinsic motivation: challenge and control, which can significantly influence student learning (Lepper and Hodell 73-105; Pintrich and Schunk 268). This challenge can be addressed by implementing tasks of intermediate difficulty (Pintrich and Schunk 268), thereby reducing students’ cognitive overload. This lowers the entry barrier while preserving analytical rigor. Students select their research topic, choose between prompt formats when using Perplexity AI, decide whether to submit handwritten or digital evaluations, and determine which sources to adopt, adapt, or reject. This control over academic outcomes supports autonomy and enhances intrinsic motivation (de Charms; Deci).