Beyond CheatBots: Examining Tensions in Teachers’ and Students’ Perceptions of Cheating and Learning with ChatGPT (May 2024)

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

Do teachers spot AI? Evaluating the detectability of AI-generated texts among student essays.

This paper presents two experimental studies that investigate the ability of novice and experienced teachers to identify AI-generated texts among student-written essays. The results show that both groups of teachers had difficulty detecting texts generated by ChatGPT, a variant of the GPT-3 model! However, more experienced teachers tended to make more accurate judgments. Additionally, both

Rethinking Plagiarism in the Era of Generative AI

The purpose of this paper is to explore the impact of generative artificial intelligence (AI), particularly large language models (LLMs), on academic writing, plagiarism, and intellectual property. The paper aims to analyze the evolving landscape of English composition courses in light of increasing integration of AI in academia, and to examine the implications of AI-enabled