Trust, but Verify: Students’ Reflections on Using Artificial Intelligence in Written Assignments

Lepik, Krista

doi:10.1007/978-3-031-53001-2_3

Cited by 2 publications

(9 citation statements)

References 22 publications

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“…The efficiency of GenAI technology has been discussed in terms of positive experiences, evolving expectations, and negative impressions. (Abdaljaleel, 2024;Chan & Hu, 2023;Fyfe, 2023;Kanabar, 2023;Lepik, 2023;Murray & Williams, 2023;Tossell et al, 2024;Warner, 2023). Kanabar (2023) provides a comprehensive view of student opinions on using ChatGPT in a project-management course.…”

Section: Literaturementioning

confidence: 99%

“…ChatGPT provides answers in a natural, confident, and verbose manner which can create a false notion of reliability (Shoufan, 2023). The tool sometimes disseminates false information, including references termed "hallucinations" (Kanabar, 2023;Lepik, 2023). Working with an AI tool can feel like collaborating with an efficient "writing buddy", but this phenomenon can have its disillusionment as soon as students find that their partner has provided "hallucinated references and content that needs to be verified" (Lepik, 2023, p.35).…”

Section: Reliabilitymentioning

confidence: 99%

“…Working with an AI tool can feel like collaborating with an efficient "writing buddy", but this phenomenon can have its disillusionment as soon as students find that their partner has provided "hallucinated references and content that needs to be verified" (Lepik, 2023, p.35). This can lead the users from blindly trusting to feeling the need to confirm the generated information (Lepik, 2023).…”

Section: Reliabilitymentioning

confidence: 99%

“…Most research reviewed for this paper agrees that students should not completely rely on text created by GenAI tools. Furthermore, if AI is to be embraced by academic institutions for student use, effort must be put into protecting academic integrity (Chan, 2023;Chan & Hu, 2023;Kanbar, 2023;Lepik, 2023;Shoufan, 2023;Tossell et al, 2023;Van Wyk, 2024). This provides an opportunity for students and educators to consider the ethics of AI in contemporary academia.…”

Section: Reliabilitymentioning

confidence: 99%

“…According to Kanabar (2023), in the spring semester of 2023, it was becoming evident that strategies to prohibit GenAI would not be realistic. Lepik (2023) suggests that banning the technology would inadvertently entice students to try it, as "forbidden fruit is sweet" (p.35). They also note that it is time-consuming for teachers to police cases of AI-based scholastic misconduct (Lepik, 2023).…”

Section: Ethicsmentioning

confidence: 99%

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Japanese University EFL Student Insights on the Emerging ChatGPT Phenomenon

Price

2024

IJELD

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This study explores the perspectives of Japanese university students studying English as a foreign language (EFL) on the use of generative artificial intelligence (GenAI), with a specific focus on the ChatGPT model, for academic assignments. Through qualitative analysis of data collected from three participants engaged in writing and discussion assignments, themes such as efficiency, reliability, ethics, EFL utilization, and unique insights are examined. Drawing on contemporary literature, the research focuses on the broader context of the emerging influence of GenAI in education. Insights from student perspectives reveal complex attitudes toward the use of ChatGPT. Despite reported efficiency gains, concerns about reliability, ethical implications, and the need for human oversight emerge prominently. The study also delves into the multifaceted role of GenAI in EFL learning, showcasing its potential as a language learning aid. The paper underscores the necessity for ongoing dialogue and critical reflection among educators and students to navigate the evolving landscape of AI integration in education, ensuring ethical and pedagogically sound practices. As GenAI continues to shape educational paradigms, understanding student perspectives and addressing their concerns is imperative for fostering responsible and effective utilization of AI technologies in academia.

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Section: Literaturementioning

confidence: 99%

Section: Reliabilitymentioning

confidence: 99%

Section: Reliabilitymentioning

confidence: 99%

Section: Reliabilitymentioning

confidence: 99%

Section: Ethicsmentioning

confidence: 99%

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Japanese University EFL Student Insights on the Emerging ChatGPT Phenomenon

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2024

IJELD

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Student Perceptions of Generative AI in LIS Coursework

Kizhakkethil,

Perryman

2024

Proceedings of the Association for Information Science and Tech

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The purpose of the study is to inform LIS curriculum development by understanding student perceptions of generative AI tools. Assignments with a generative AI component for two courses (n = 65) were de‐identified and analyzed after the end of the semester using a grounded qualitative approach. Students recognize the need for caution and critical evaluation of generative AI tool output, while mentioning areas of utility in practice, including information retrieval, reference services, teaching, and information access. Responses highlight the importance of information literacy in the use of these tools, and potential implications for practice in information professions. The study contributes to the literature about the need for curriculum development to address this disruptive technology by identifying the professional competencies that are affected.

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Trust, but Verify: Students’ Reflections on Using Artificial Intelligence in Written Assignments

Cited by 2 publications

References 22 publications

Japanese University EFL Student Insights on the Emerging ChatGPT Phenomenon

Japanese University EFL Student Insights on the Emerging ChatGPT Phenomenon

Student Perceptions of Generative AI in LIS Coursework

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