Toward thoughtful integration of AI in education: mitigating uncritical positivity and dependence on ChatGPT via classroom discussions
Jihyun Kim, Stephanie Kelly, Alisha Colón, Patric R. Spence, Xialing Lin
Abstract
Although artificial intelligence (AI) tools (e.g., ChatGPT) have potential to act as a transformative educational tool, the widespread adoption of such technology also brings forth concerns related to academic integrity and learning gaps. This study examines whether class discussions on the negative aspects of AI-driven writing assistance have any impact on mitigating reliance on such technology. To address the inquiry, data were collected from undergraduate students in the U.S. Findings indicate that these discussions lead to a more critical evaluation of ChatGPT’s usefulness and favorability toward it, resulting in weaker intentions to use it. The study underscores the importance of class discussions and offers insights into how instructors and educators can navigate concerns about negative effects of AI-powered technology in education while leveraging the benefits of it.