A case study of solving a complex genetics problem to develop generative AI literacy in health science

Authors

DOI:

https://doi.org/10.20851/ll.v6.43

Keywords:

AI literacy, assessment design, generative artificial intelligence, genetics

Abstract

With the emergence of generative artificial intelligence (GenAI) and GenAI-enabled tools, teachers have a responsibility to educate learners about ethical and responsible AI use while presenting opportunities for effective use to support student learning (TEQSA, 2024). Most importantly, students need to develop GenAI literacy skills such as prompt engineering and to critically evaluate the GenAI outputs in support of their learning and as future professionals (Giray, 2023).
This case study from a second-year genetics course evaluated student perceptions of GenAI tools. Students received education on GenAI literacy and applied these skills to a prescribed genetics problem-solving assessment task. Quantitative data was collected using 5-point Likert scale surveys before and after completion of the scaffolded task. Additionally, student assessment performance marks were evaluated.
Students reported increased understanding of prompt engineering and greater confidence at engaging with GenAI tools. Student assessment performance was not impacted through the availability of GenAI, indicating that the assessment integrity or purpose was not compromised. However, there was a correlation between assessment performance and assessor evaluation of student prompting and output analysis.
Health science graduates will encounter careers influenced by GenAI enabled tools (Salari et al., 2025). Therefore, students require education and opportunity to develop GenAI literacy skills whilst at university. This case study outlines a strategy for teachers to provide AI literacy in health science courses while maintaining assessment integrity and purpose.

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Author Biographies

Chris B Della Vedova, Adelaide University

Dr Chris Della Vedova has a background in genetics with a focus on the genetic and physiological basis for complex neurobehavioural conditions. He received his PhD in Genetics from the University of Missouri (USA) in 2004, and undertook post-doctoral research in evolutionary developmental genetics at the University of Oxford (UK) before joining the University of South Australia as a Lecturer in Biochemistry and Biomedical Sciences in 2008. Chris has a passion for teaching and has recently begun to engage in Teaching and Learning research with a focus on authentic assessment and constructive feedback.

David Randall, Adelaide University

David Randall is an Academic Developer and PhD candidate at Adelaide University on Kaurna country. He has experience in learning and curriculum design across higher education and industry. A 2024 Maurice de Rohan International Scholar, his research explores how learning technologies help foster self-regulated learning.

Kuan Liung Tan, Adelaide University

Dr Kuan Liung Tan is a Senior Lecturer in Health Services Management and Program Director for the Bachelor of Health Science and Bachelor of Community Health at Adelaide University. He brings over a decade of health services management experience to his teaching and research, with work focused on educational innovation and the integration of digital technologies, including AI, in health education. Kuan has been recognised for teaching excellence and maintains strong partnerships with healthcare organisations. His research interests include educational technology, health services innovation, and the scholarship of teaching and learning in health.

Timothy J Barnes, Adelaide University

Dr Timothy Barnes is Program Director of Pharmaceutical Science in the School of Pharmacy and Biomedical Science at Adelaide University. A physical chemist and material scientist by training, he has more than 15 years of experience in higher education. Tim’s research investigates curriculum coherence, scaffolded skills development, student cognitive engagement, reflective learning, and the influence of artificial intelligence on assessment and student learning. He leads evidence-informed curriculum and assessment design initiatives and teaches formulation science and dosage form design. Tim’s work emphasises practical, learner-centred approaches that prepare students for professional practice and evolving disciplinary expectations.

Sarah K Davey, Adelaide University

Dr Sarah Davey is a teaching-focused academic with a focus on molecular biology and biosciences. Her PhD in medical science explored the role of the von Hippel Lindau protein in microtubule regulation. Previous teaching experience includes biology, genetics, physiology and pathophysiology for undergraduates in clinical and health science. Her teaching research interests includes using interactive oral assessments as an authentic assessment method and the impact of artificial intelligence on self-regulated learning in higher education.

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Published

15-02-2026

How to Cite

Della Vedova, C., Randall, D., Tan, K. L., Barnes, T., & Davey, S. (2026). A case study of solving a complex genetics problem to develop generative AI literacy in health science. Learning Letters, 6, 43. https://doi.org/10.20851/ll.v6.43

Issue

Vol. 6 (2026): Special Issue: Navigating complexity in STEM education: Adaptive and experiential learning

Section

Articles