Published by: Akira Joy Gabion
Date Published: September 4, 2023
Time Published: 8:15 AM
Using ChatGPT for your school work is basically the same thing as eating on someone else’s plate. Artificial Intelligence (AI) is undeniably bad for a student. Disregarding the usage of AI tools will not lead you to your educational success. In fact, these tools unveil the problems we often overlook.“This tool is going to be the most powerful tool for spreading misinformation that has ever been on the internet, said by Gordon Crovitz, a co-chief executive of News Guard an organization that monitors false information online tested the test last month [1].
The widespread acceptance of AI has evolved from an intriguing concept into a common occurrence in the quickly changing social landscape of nowadays, smoothly encroaching on a variety of spheres including businesses, artistic exertion, and in especially the realm of education [2].
Currently, ChatGPT peeks at being used as one of the biggest causes of academic cheating. Pursuant to Learning English News “Teachers are thinking of new ways to teach classes in order to stop students from cheating with AI.” Making them pass their outputs with their editing history and the draft of their work to prove the originality and showing their process [3].
This situation depicts how hard it is dealing with the use of AI inside the classroom. Which leads the teachers to another problem: they cannot exactly identify whether the student used AI or pinpoint someone who does not use AI to cheat.
The theories of authenticity and value are central to one of the main problems with the use of AI-generated materials. The essential worth and integrity that comes from true human creation are usually lacking in these AI-made things, even though they were created to precisely imitate the workmanship of a person in their respective disciplines.
Technical mastery combined with sophisticated algorithms may result in results that simulate the look of knowledge, but these imitations frequently fall short in capturing the depth and nuance that define actual mastery. Thus, the monetization of AI-generated material could unintentionally foster a culture that disregards real work and commitment that go into real human production.
It appears clear when contemplating the effects of adopting AI into educational situations that these worries go beyond the realm of technology and affect essential facets of student development. Students who primarily rely on AI-generated content face the risk of turning into passive information consumers, stunting their intellectual development, and reducing their capacity for critical analysis. Additionally, the ease of AI-generated content can unintentionally inhibit the quest for true comprehension and self-directed learning, weakening the fundamental abilities that result from wrangling with challenging ideas and analyzing reality.
After all, inserting AI in educational settings hinders students' academic potential as well as learning capacities, causes them to become increasingly reliant on technology, and reduces their capacity for analytical thinking and social engagement. The potential deterioration of moral principles and intellectual integrity among students is perhaps the most pressing worry. Content produced by artificial intelligence has the potential to tempt students into plagiarism and intellectual dishonesty by offering a quick route to academic achievement.
Students miss out on the priceless opportunities of learning through cooperation, discourse, and debate by disregarding the conventional routes of seeking help from educators and working with peers in exchange for using AI tools and facing computers, while they learn how to plagiarize others work. Not only does this jeopardize the educational process, but it also weakens the interpersonal and mental skills that develop from sincere interaction with peers and teachers. The experience you get from learning with your own teachers are far different from the experience you will get while wandering around the internet.
REFERENCES:
[1] Hsu, T., & Thompson, S. A. (2023, June 20). Disinformation researchers raise alarms about A.I. chatbots. The New York Times. https://www.nytimes.com/2023/02/08/technology/ai-chatbots-disinformation.html
[2] Akgun, S., & Greenhow, C. (2021). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI And Ethics, 2(3), 431–440. https://doi.org/10.1007/s43681-021-00096-7
[3] VOA Learning English. (2023, August 19). Educators seek to stop AI use for cheating. VOA. https://learningenglish.voanews.com/a/educators-seek-barriers-to-ai-use-for-cheating/7224907.html
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