Who Wrote This Essay? Detecting Ai-Generated Writing in Second Language Education in Higher Education

Alexander, Katarzyna; Savvidou, Christine; Alexander, Chris

doi:10.56297/buka4060/xhld5365

Cited by 14 publications

(17 citation statements)

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“…Teachers require training in prompt engineering and AI integration into curricula, which must be restructured for AI literacy. This multidisciplinary (Alkaissi et al, 2023;Ivanov, 2023;Katarzyna et al, 2023;Theophilou et al, 2023) AI Dependency Over-reliance on AI for problem solving, decision making, and cognitive tasks Foster a problem-based learning environment where students are encouraged to first use analytical reasoning before turning to AI solutions (Chan & Tsi, 2023;Groza & Marginean, 2023;Ivanov, 2023;Malik et al, 2023) AI Ethics Ethical dilemmas posed by AI, such as personal autonomy or discrimination Integrate ethics into the curriculum with a focus on AI-related issues, encouraging debate and discussion on ethical dilemmas (Akgun & Greenhow, 2022;Ivanov, 2023;Jeyaraman et al, 2023;Nguyen et al, 2023;Rane, 2023;Williams, 2021) Pace of Technology Problems with keeping up-to-date with the rapid technological changes and fears concerning displacements in the job market as well as academia Provide workshops for career guidance that emphasize adaptability and the importance of continuous learning in an AI-evolving job landscape. Teach an agile mindset and provide sources to learn the newest developments.…”

Section: Summary Of Main Challenges and Opportunities Of Ai In Educationmentioning

confidence: 99%

Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education

Walter

2024

Int J Educ Technol High Educ

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The present discussion examines the transformative impact of Artificial Intelligence (AI) in educational settings, focusing on the necessity for AI literacy, prompt engineering proficiency, and enhanced critical thinking skills. The introduction of AI into education marks a significant departure from conventional teaching methods, offering personalized learning and support for diverse educational requirements, including students with special needs. However, this integration presents challenges, including the need for comprehensive educator training and curriculum adaptation to align with societal structures. AI literacy is identified as crucial, encompassing an understanding of AI technologies and their broader societal impacts. Prompt engineering is highlighted as a key skill for eliciting specific responses from AI systems, thereby enriching educational experiences and promoting critical thinking. There is detailed analysis of strategies for embedding these skills within educational curricula and pedagogical practices. This is discussed through a case-study based on a Swiss university and a narrative literature review, followed by practical suggestions of how to implement AI in the classroom.

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Section: Summary Of Main Challenges and Opportunities Of Ai In Educationmentioning

confidence: 99%

Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education

Walter

2024

Int J Educ Technol High Educ

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“…Fifty-four percent of the reviewed articles highlighted that the emergence of GenAI presented a significant challenge to student academic integrity (Adeshola & Adepoju, 2023;Alexander et al, 2023;Chaudhry et al, 2023;Chan, 2023;Dai et al, 2023;Elsayed, 2023;Geerling et al, 2023;Kang, 2023;Nikolic et al, 2023;Ouh et al, 2023;Overono & Ditta, 2023;Perkins, 2023;Smolansky et al, 2023;Stutz et al, 2023). The major concern is that ChatGPT has the potential to encourage cheating and academic dishonesty (Crawford et al, 2023;Currie et al, 2023;Gorichanaz, 2023;Naidu & Sevnarayan, 2023).…”

Section: Student Academic Integritymentioning

confidence: 99%

“…About one-third of the 31 reviewed articles recognize that GenAI will be changing assessment methods, with a need for educators to prepare for these changes Page 8 of 22 Xia et al Int J Educ Technol High Educ (2024) 21:40 (Alexander et al, 2023;Guo & Wang, 2023;Naidu & Sevnarayan, 2023;Ouh et al, 2023;Yeadon et al, 2023). Teachers may need to modify their assessment items and approaches to minimize students' misuse of this technology, including in-class testing and questions requiring deeper understanding (Naidu & Sevnarayan, 2023).…”

Section: Teacher Assessment Literacymentioning

confidence: 99%

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A scoping review on how generative artificial intelligence transforms assessment in higher education

Xia,

Weng,

Ouyang

et al. 2024

Int J Educ Technol High Educ

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Generative artificial intelligence provides both opportunities and challenges for higher education. Existing literature has not properly investigated how this technology would impact assessment in higher education. This scoping review took a forward-thinking approach to investigate how generative artificial intelligence transforms assessment in higher education. We used the PRISMA extension for scoping reviews to select articles for review and report the results. In the screening, we retrieved 969 articles and selected 32 empirical studies for analysis. Most of the articles were published in 2023. We used three levels—students, teachers, and institutions—to analyses the articles. Our results suggested that assessment should be transformed to cultivate students’ self-regulated learning skills, responsible learning, and integrity. To successfully transform assessment in higher education, the review suggested that (i) teacher professional development activities for assessment, AI, and digital literacy should be provided, (ii) teachers’ beliefs about human and AI assessment should be strengthened, and (iii) teachers should be innovative and holistic in their teaching to reflect the assessment transformation. Educational institutions are recommended to review and rethink their assessment policies, as well as provide more inter-disciplinary programs and teaching.

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“…Lastly, exposing students to AI‐generated feedback may result in them turning to their own use of AI, which, if not used properly, can become a metaphorical linguistic crutch. There are several ways to avoid this, including having the writing done in class, as well as using AI detectors to review students' work, although these have demonstrated varying degrees of success (Alexander et al, 2023).…”

Section: Learner Fitmentioning

confidence: 99%

Utilizing OpenAI's GPT‐4 for written feedback

Carlson,

Pack,

Escalante

2023

TESOL Journal

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In this media review, we leverage Hubbard's (2021) framework for computer-assisted language learning (CALL) to examine the use of generative artificial intelligence (AI), specifically OpenAI's GPT-4 (fourth-generation generative pre-trained transformer), as a tool for teachers to provide their students with feedback on writing. This tripartite framework consists of an operational description of the technology, and how it fits learners' and teachers' needs and abilities. This review is therefore divided into three main components: a description of generative AI and how GPT-4 could be used in an English as a second or foreign language (ESL/EFL) teaching context, an evaluation of how well this technology fits the teacher's needs in providing feedback, and an evaluation of how well it provides useful feedback to students in order to meet their needs. | OPERATIONAL DESCRIPTIONGPT-4 is a large language model (LLM) that users can interface with through the chatbot ChatGPT (https://chat.openai.com/). GPT-4 is trained on massive amounts of text data and has been fine-tuned using reinforcement learning from human feedback (RLHF) (https://openai.com/resea rch/gpt-4). It can be accessed on mobile devices, PC, or Mac through a browser, as well as through an app for Android and iOS users. While there are LLMs that are free to use (GPT-3.5, PaLM 2), we prefer to use GPT-4 for generating feedback because it currently has superior reasoning capabilities and we have found its feedback to be more accurate, concise, and detailed. Use of GPT-4 does require a "Plus" membership (20 USD per month). Users can interact with GPT-4 by submitting a prompt (a question or request) to ChatGPT, to which the chatbot will respond. Because of high demand, prompts to GPT-4 are currently limited to 50 every 3 hours. To get the most from LLMs, effective prompt engineering is essential. Ingley and Pack (2023) offer a useful framework: assign a role or identity, define an objective, specify the context and constraints, and refine the output through continued conversation. Carefully crafted prompts will help the AI to generate more suitable and useful output. Prompt engineering is a process and a skill, and we underscore the need to refine prompts and output through continued conversation in order to increase the accuracy and appropriacy of AI-generated feedback.

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Who Wrote This Essay? Detecting Ai-Generated Writing in Second Language Education in Higher Education

Cited by 14 publications

References 0 publications

Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education

Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education

A scoping review on how generative artificial intelligence transforms assessment in higher education

Utilizing OpenAI's GPT‐4 for written feedback

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