AI in Education: Exploring the Impact of ChatGPT on Students’ Learning
The integration of artificial intelligence (AI) technologies into educational settings has sparked both excitement and concern. The advent of ChatGPT, a text-generating AI, has particularly caused a crisis in higher education due to its potential for enabling academic dishonesty and hindering student learning. While banning this technology may seem like a simple solution, a college professor, C.W. Howell, took a different approach in his religious studies classes at Elon University, aiming to educate students about the flaws and responsible use of ChatGPT.
Howell decided to have his students directly engage with ChatGPT instead of forbidding its use. He believed that it was important for students to understand the technology and its limitations, as many of them mistakenly viewed it as an infallible search engine. One student even incorporated fraudulent information into a paper, unaware of ChatGPT’s propensity for confabulation. Howell designed an AI-powered assignment where students had to generate their own essays using ChatGPT and then grade it based on his instructions. The purpose was to evaluate whether ChatGPT confabulated sources, used them correctly, presented persuasive arguments, or made errors.
The results of the assignment were eye-opening. All 63 essays had confabulations and errors, surprising the students and leading many to reassess their view of the technology. Howell hopes that other teachers and professors can incorporate similar assignments into their curricula to promote AI literacy and responsible usage of tools like ChatGPT.
Two students, Cal Baker and Fayrah Stylianopoulos, shared their perspectives on the impact of AI in education. Cal emphasized the importance of the cognitive processes involved in completing assignments. He argued that relying on AI for academic tasks might hinder students’ cognitive development and problem-solving abilities. He cited research that suggests students’ brains are in a critical phase of development, and learning to depend on AI could have detrimental long-term effects on their ability to think critically and learn independently.
Fayrah acknowledged that ChatGPT has the potential to support students on their academic journeys but warned against over-reliance. She highlighted the need to affirm students’ individual perspectives and critical thinking abilities, which cannot be automated. Fayrah expressed concerns about homogenized thinking if AI’s detached approach to sounding right is rewarded in classrooms. She emphasized the importance of human connection and the stake we share in the world, something that AI lacks. Fayrah worried that students who excessively rely on AI might lose the ability to think critically and comprehend nuanced ideas, focusing instead on predicting the most likely right answer.
While ChatGPT can be a valuable resource, it is crucial to strike a balance and ensure that students continue to engage in critical thinking and develop their cognitive abilities. The incorporation of AI technology in education should be accompanied by comprehensive AI literacy programs and assignments that promote responsible usage. By educating students about the limitations and potential risks of AI, educators can empower them to leverage these tools effectively while preserving their own unique perspectives and cognitive growth.
In conclusion, the integration of ChatGPT in education presents both opportunities and challenges. While it can support learning and help generate interactive ideas, excessive reliance on AI technologies may hinder students’ cognitive development and critical thinking abilities. Educators must strive to strike a balance by teaching AI literacy, promoting responsible usage, and encouraging students to develop their own perspectives and problem-solving skills. By doing so, they can harness the benefits of AI while nurturing students’ intellectual growth and individuality.
