The purpose of this paper is to explore the tensions in teachers’ and students’ perceptions of cheating and learning with the use of OpenAI’s ChatGPT, an artificial intelligence language model. The study examines how teachers and students rank and evaluate examples of students using ChatGPT, and it investigates the criteria they use to determine the level of learning and cheating involved.
The main takeaways from the paper are as follows:
- Teachers and students use similar criteria when ranking examples of students using ChatGPT in terms of learning and cheating.
- Teachers and students generally agree on the aspect of learning with ChatGPT but have different conclusions about cheating.
- The disagreements between teachers and students revolve around four main tensions: (a) using ChatGPT as a shortcut versus as a scaffold, (b) using ChatGPT to generate ideas versus language, (c) getting support from ChatGPT versus other sources, and (d) learning from ChatGPT versus learning without it.
- The findings highlight the importance of including student perspectives in establishing norms and responsible use of AI in education.
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