On Nov. 30, 2022, the company OpenAI introduced the artificial intelligence (AI) software known as Chat Generative Pre-trained Transformer, more commonly known as ChatGPT, to the world. This language-based chatbot is designed to generate text responses based on user prompts, offering a significant development in the field of human-computer interaction.
From this point forward, many other software of similar natures have arisen in the technological landscape. From art to music and even photography—it would appear as though the potential that AI software like ChatGPT has is limitless.
This has raised the question, however, about how software like ChatGPT should be managed and moderated, especially in academic contexts. When students have the potential to write entire papers just by typing a couple of words into their computers, academic institutions are bound to be concerned about the implementation of the software into their assignments. How can AI be integrated into educational environments without it hindering students’ learning processes?
The faculty and staff at John Brown University (JBU) have recognized the complexities regarding the use of software of this kind and have sought to facilitate JBU’s process of adapting to these new technologies.
In order to do this, an “AI Taskforce” has been established between the Bible, Computer Science, Business, Mathematics, English, and Gateway faculty of the university as a means of holistically evaluating and tackling the issue. Dr. Jonathan Himes, associate professor of English and member of the task force, commented on this issue, discussing whether or not AI could be beneficial to learning environments.
“It can be either one [beneficial or detrimental], depending on how it is used. If it short-circuits the learning process for students by allowing them to bypass the skill being assessed in a class, then that obviously would be a hindrance. But there are some applications that are appropriate as a step within a project that a professor might allow since the AI would be a tool that only supports – like scaffolding – so that the student can more efficiently concentrate on other skills that are central to the course project,” Himes said.
When asked about the use of AI in the English department in particular, Himes explained that language-based AI tools are nothing new in this regard. Spell-checking tools such as Grammarly or even bibliography generators have been available to writers for years to assist them with their writing. AI software such as ChatGPT, if used correctly, could have the potential of facilitating instruction in writing within English classrooms.
“Educators are finding ways of even harnessing this as a tool to help writers compare their own work with what the app can generate, and then reflect on what the limitations are on both sides. ‘If the goal is to make myself a better writer, I think this tool could help me. But like any tool, it could also be a shortcut that I might use instead of thinking for myself or pushing myself to be better,’” Himes said.
Students have also expressed their uncertainties regarding the use of AI without it crossing into plagiarism. Nonetheless, they have highlighted instances where the use of such software has been beneficial to their education.
Allison Barria, a biochemistry major, mentioned how she has used the help of ChatGPT in the past to help her education. “
Personally, I’ll sometimes use ChatGPT, as well as other AI software, as a resource to answer questions I may have or practice topics I’ve seen in class. With mathematics or chemistry, for example, I can ask AI to generate examples of problems or equations that can help me practice. I can also use it to verify my writing is fluid and efficiently transmitting my ideas,” Barria said.
It remains to be seen whether the benefits of AI will outweigh its drawbacks sufficiently for it to be completely implemented at JBU within its various departments.