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THE RISE OF ARTIFICIAL INTELLIGENCE (AI) IN EDUCATION: ENSURING ACADEMIC INTEGRITY IN THE ERA OF CHATBOTS.

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Title: THE RISE OF ARTIFICIAL INTELLIGENCE (AI) IN EDUCATION: ENSURING ACADEMIC INTEGRITY IN THE ERA OF CHATBOTS.
Authors: ILIEVA, Galina1 g.ilieva@ue-varna.bg, MARINOV, Stoyan2 s.marinov@ue-varna.bg, ILIEVA, Ivelina3 ilieva.ivelina03@gmail.com
Source: Scientific Papers Series Management, Economic Engineering in Agriculture & Rural Development. 2025, Vol. 25 Issue 4, p457-464. 8p.
Subjects: ChatGPT, Student assignments, Artificial intelligence & ethics, Chatbots, Education ethics, Critical thinking, Science education, Artificial intelligence
Abstract: The development of AI has brought a notable shift in the field of education and has recently gained notoriety due to its potential risk of misuse by students. While some authors have suggested ways to address this, few have yet been tested. This research addresses this by testing whether different writing assignments can determine the effectiveness of language chatbots. For this purpose, three groups of students are given three assignments to complete with the help of ChatGPT. The first group is given a simple descriptive assignment, the second - a task that requires specific information previously discussed in class and the last group was given an open-ended assignment that requires critical thinking. The students were also given a survey regarding their perception of ChatGPT. The results show that both the type of assignment and students' previous experience affects how well they can use AI tools for completing written assignments. [ABSTRACT FROM AUTHOR]
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Database: Engineering Source
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Abstract:The development of AI has brought a notable shift in the field of education and has recently gained notoriety due to its potential risk of misuse by students. While some authors have suggested ways to address this, few have yet been tested. This research addresses this by testing whether different writing assignments can determine the effectiveness of language chatbots. For this purpose, three groups of students are given three assignments to complete with the help of ChatGPT. The first group is given a simple descriptive assignment, the second - a task that requires specific information previously discussed in class and the last group was given an open-ended assignment that requires critical thinking. The students were also given a survey regarding their perception of ChatGPT. The results show that both the type of assignment and students' previous experience affects how well they can use AI tools for completing written assignments. [ABSTRACT FROM AUTHOR]
ISSN:22847995