Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI)

Abstract

The OpenAI’s ChatGPT-3, or Chat Generative Pre-Trained Transformer was released in November 2022 without significant warning, and has taken higher education by storm since. The artificial intelligence (AI)-powered chatbot has caused alarm for practitioners seeking to detect authenticity of student work. Whereas some educational doomsayers predict the end of education in its current form, we propose an alternate early view. We identify in this commentary a position where educators can leverage AI like ChatGPT to build supportive learning environments for students who have cultivated good character. Such students know how to use ChatGPT for good, and can engage effectively with the ChatGPT application. In building our ChatGPT argument, we acknowledge the existing literature on plagiarism and academic integrity, and consider leadership as a root support mechanism, character development as an antidote, and authentic assessment as an enabler. In doing so, we highlight that while ChatGPT – like papermills, and degree factories before it – can be used to cheat on university exams, it can also be used to support deeper learning and better learning outcomes for students. In doing so, we offer a commentary that offers opportunities for practitioners, and research potential for scholars.

War of the chatbots: Bard, Bing Chat, ChatGPT, Ernie and beyond. The new AI gold rush and its impact on higher education

“…There are also a few articles that focus on this. Crawford et al (2023) explore the opportunities of ChatGPT in higher education practice. Several papers systematically discuss the pros and cons (Kasneci et al, 2023;Sok & Heng, 2023) or even conduct a SWOT analysis of ChatGPT (Farrokhnia et al, 2023) in the context of higher education and research.…”

“…We cast some doubt on solutions that ban ChatGPT, threaten students with draconian penalties (such as expulsion), physical closed-book, pen-and-paper exams and the like (Crawford et al, 2023;Rudolph et al, 2023). Banning such software may make it even more attractive (which we see in China, where people go to great creative lengths to access it -see above).…”

“…Teach students to use chatbots responsibly rather than banning them (Vogelgesang et al, 2023;Crawford et al, 2023;Gimpel et al, 2023).…”

University students as early adopters of ChatGPT: Innovation Diffusion Study

“…The application of ChatGPT in academics has raised ethical concerns, leading to a divide among educators.While some see it as a helpful technological tool, others, like the New York City Department of Education, have blocked it, fearing it could disrupt education as we know it (World Economic Forum, 2023a).Using ChatGPT by students raises concerns about diminishing creativity, impacting learning culture, eroding originality, and fostering dependency on technology (DailyStar, 2023, Greengard, 2022. It has also sparked fears of plagiarism and academic integrity violations in higher education (Crawford, Cowling & Allen, 2023). Islam & Islam (2023) outline potential challenges of implementing ChatGPT in education, including inaccurate research, data privacy, and security issues, the spread of misinformation, misinterpretation of student understanding, and reduced personalization.…”

“…Using ChatGPT by students raises concerns about diminishing creativity, impacting learning culture, eroding originality, and fostering dependency on technology (DailyStar, 2023, Greengard, 2022. It has also sparked fears of plagiarism and academic integrity violations in higher education (Crawford, Cowling & Allen, 2023). Islam & Islam (2023) outline potential challenges of implementing ChatGPT in education, including inaccurate research, data privacy, and security issues, the spread of misinformation, misinterpretation of student understanding, and reduced personalization.…”