Algorithmically-driven writing and academic integrity: exploring educators' practices, perceptions, and policies in AI era

Abstract

Background Despite global interest in the interface of Algorithmically-driven writing tools (ADWTs) and academic integrity, empirical data considering educators' perspectives on the challenges, benefits, and policies of ADWTs use remain scarce. Aim This study responds to calls for empirical investigation concerning the affordances and encumbrances of ADWTs, and their implications for academic integrity. Methods Using a cross-sectional survey research design, we recruited through snowball sampling 100 graduate students and faculty members representing ten disciplines. Participants completed an online survey on perceptions, practices, and policies in the utilization of ADWTs in education. The Technology Acceptance Model (TAM) helped us understand the factors influencing the acceptance and use of ADWTs. Results The study found that teacher respondents highly value the diverse ways ADWTs can support their educational goals (perceived usefulness). However, they must overcome their barrier threshold such as limited access to these tools (perception of external control), a perceived lack of knowledge on their use (computer self-efficacy), and concerns about ADWTs' impact on academic integrity, creativity, and more (output quality). Conclusion AI technologies are making headway in more educational institutions because of their proven and potential benefits for teaching, learning, assessment, and research. However, AI in education, particularly ADWTs, demands critical awareness of ethical protocols and entails collaboration and empowerment of all stakeholders by introducing innovations that showcase human intelligence over AI or partnership with AI.

PentHack: AI-Enabled Penetration Testing Platform for Knowledge Development

“…Several studies have highlighted the instrumental role of AI technologies in various educational activities, from essay grading to enhancing the learning process through automation and personalized feedback mechanisms. Moreover, the intersection of AI and academic integrity is a subject of increasing scrutiny (Gustilo et al, 2024). With the advent of algorithmically driven writing tools, educators are facing new challenges and ethical considerations in ensuring academic integrity standards while leveraging AI technologies to enhance students' learning experiences and writing proficiency.…”

ChatGPT integration significantly boosts personalized learning outcomes: A Philippine study

“…This shift towards individualized learning aligns with the growing demand for education that mirrors the personalized experiences offered by modern Artificial Intelligence (AI) technologies such as ChatGPT (Fütterer et al, 2023), there is a unique opportunity to reshape higher education by offering more adaptable, interactive, and student-centered learning experiences (Naik, 2023;Tulsiani, 2024;Estrellado & Millar, 2023). However, while the potential benefits of ChatGPT in personalized learning are vast (Mai et al, 2024;Montenegro-Rueda et al, 2023;Javaid et al, 2023;Cacicio & Riggs, 2023;Rejeb et al, 2024;Jo, 2024;Ahmed, 2023;Wu et al, 2024), challenges such as ensuring learning quality, engagement, interests, and academic integrity must be carefully considered (Tulsiani, 2024;Yu, 2024;Taani & Alabidi, 2024;Hasanein & Sobaih, 2023;Bin-Nashwan et al, 2023;Zeb et al, 2024;Michel-Villarreal et al, 2023;Zhang & Tur, 2023;Dempere et al, 2023;Kiryakova & Angelova, 2023;Jeyaraman et al, 2023;Islam & Islam, 2024;Gustilo et al, 2024;Labadze et al, 2023;Crompton & Burke, 2024;Liu et al, 2023). Despite these challenges, the integration of ChatGPT into higher education promises to fundamentally transform the learning experiences, preparing students for a future where AI plays an integral role in both work and life (Margarella, 2023;Tulsiani, 2024).…”