An empirical study to understand how students use ChatGPT for writing essays and how it affects their ownership
Project Overview
The document explores the integration of generative AI, specifically ChatGPT, in education, focusing on its application in essay writing among students. An empirical study investigates how students interact with ChatGPT, examining its influence on their sense of ownership regarding their work. The findings reveal that while AI can assist in the writing process, it also raises questions about authorship and the learning experience. The study emphasizes the need for educators to understand these interactions to effectively incorporate AI tools into their teaching strategies. Overall, the document highlights the potential of generative AI to enhance educational outcomes while also addressing the challenges it presents in maintaining academic integrity and fostering genuine learning.
Key Applications
ChatGPT as an AI writing assistant
Context: University students enrolled in a junior-level ethics course
Implementation: Students write essays using a platform that integrates ChatGPT, allowing them to track their writing process and interaction with the AI.
Outcomes: Insights into student usage patterns of ChatGPT and its effects on writing performance and perceived ownership.
Challenges: Potential concerns about academic integrity, such as plagiarism and reliance on AI.
Implementation Barriers
Ethical/Academic Integrity
Concerns about cheating and plagiarism when using AI tools like ChatGPT.
Proposed Solutions: Developing clear policies and guidelines for the appropriate use of AI writing assistants in academic settings.
Project Team
Andrew Jelson
Researcher
Sang Won Lee
Researcher
Contact Information
For information about the paper, please contact the authors.
Authors: Andrew Jelson, Sang Won Lee
Source Publication: View Original PaperLink opens in a new window
Project Contact: Dr. Jianhua Yang
LLM Model Version: gpt-4o-mini-2024-07-18
Analysis Provider: Openai