AIxAI
Impact of Generative Artificial Intelligence on Academic Integrity
Concerns about AI and academic integrity are not surprising: Technology has been blamed for decades for academic integrity concerns. Sarah Eaton (2023) reminds us that calculators in schools caused widespread panic around academic dishonesty in the 1980s, and the internet had a similar impact in the 1990s. Then, in 2003, Dehn argued that “technology and other cultural factors may be synergizing to produce the perfect storm of increasing academic dishonesty” (p. 192). Later still, in 2014, Bachore claimed that “The advancement of technologies, such as cell phones, iPods, internets, has broadened the ways by which people can achieve the goal of cheating” (p. 1060). In addition, several technologies that emerged in the 2000s and 2010s, such as the grammar checker in Microsoft Word, Essay Jack (now Wize Writer), and Grammarly, have caused writing instructors great concern, not only about academic integrity, but also about students’ abilities to learn to write. So generative artificial intelligence is not the first technological tool to cause educators to question the best way to foster academic integrity in the classroom.
What Can You Do about AI and Its Impact on Academic Integrity?
The suggestions outlined in this section are not definitive, nor are they intended to be prescriptive. They are recommendations based on literature and practice regarding academic integrity and teaching and learning more generally. At the very least, hopefully they will be the beginning of a larger conversation about academic integrity and AI.
First, banning specific technologies is not an effective academic integrity strategy—and even if students were inclined to respect the ban, there are thousands of other options for people who don’t wish to do their own work: sites such as Chegg, Course Hero, Studocu, Unemployed Professors, and a myriad of essay mills and other study sites are just a few of many, many options for students to acquire and misuse unauthorized materials. Second, even if there weren’t intellectual property, privacy, and unethical data stewardship issues with AI detectors, studies show that they are also very unreliable.
However, there are ways to encourage students to embrace academic integrity in their course work. In his book Cheating Lessons, James Lang (2013) studied classroom conditions under which anyone would cheat (even you! or me!) in an effort to help faculty consider the kinds of classroom environments they co-create with their students. Here are what Lang identified as the five most impactful conditions:
Strategies for Fostering Academic Integrity in Today’s Technology-Enhanced Classroom
What do Lang’s five principles look like in practice? In addition to the great ideas shared on the classroom ideas section of this site, they could look like the following:
As well, it’s worth considering the place of AI in the original list of tools and technologies mentioned at the top of this page. What do they all have in common? They offer educators an opportunity to rethink the purpose and goals of their assessments. They also invite consideration about how students are best able to demonstrate their learning with integrity. For example, when tools such as Grammarly were first introduced, many educators were able to shift the focus of the goals of their assignments from helping students apply basic grammar rules to effectively demonstrating those rules in context: they used the tools to help students develop an understanding the value of editing, as grammar checkers were (and still are) not always accurate. Similarly, information currently produced by generative AI isn’t always accurate, so instructors could take the opportunity to help learners explore the value of fact-checking and editing.
AI also may allow student writers space to think more critically about argument, voice, and structure. In a recent experiment, one Twitter user, @academicswrite, shared that they invited students to use ChatGPT for a written assignment, provided that students also handed in a reflection about its use. About half the class took the opportunity to use the AI tool, but many were disappointed with the results. Some learners shared that they felt that ChatGPT had stolen their voice from them. This is a powerful revelation for emerging writers—a writer’s own voice is important.
Final Thoughts
Academic integrity concerns due to AI are similar to those that have existed for decades due to other technological innovations. AI, though, offers us an opportunity to engage in new conversations about academic integrity with students and colleagues in a meaningful way. While there is no simple solution to ensure that all students will always complete assignments with a full adherence to academic integrity guidelines, the above strategies can help.
References
Academics Write [@academicswrite]. (2023, August 8). I did a thing this term where I told my students they were allowed to use ChatGPT. The catch was [Tweet]. Twitter. https://twitter.com/academicswrite/status/1689061617495932933
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