Using artificial intelligence to grade practical laboratory examinations: Sacrificing students' learning experiences for saving time?

Abstract The use of artificial intelligence (AI) by students has recently been made a key topic among educators because of the potential to transform students' learning experiences. However, the use of AI‐based software by instructors has not received the same level of consideration despite its recent accessibility and prevalence. This contribution discusses the benefits, challenges, and limitations of commercial AI‐based software (Gradescope ® ) for grading summative, short answer practical examinations in an undergraduate gross anatomy course. While the integration of Gradescope ® in grading practical examinations reduces time and perceived instructor biases, it might erode personal relationships between students and instructors, especially with regard to individual feedback. Future research should assess best practices for incorporating AI technology into course grading considering the challenges and trade‐offs to students and instructors.