Introduction:
Artificial Intelligence (AI) text generation has become an increasingly popular tool used in various fields, including academia. The use of AI text generation has made it easier to automate some tasks, including writing, data analysis, and summarizing information. However, its increasing prevalence raises concerns about academic integrity and ethical considerations. In this paper, we discuss how a university should deal with the advent of AI text generation, focusing on courses and assignments, and outline how teaching staff should deal with it.
Background:
The use of AI text generation has gained momentum in recent years, especially in the field of natural language processing (NLP). This technology has enabled the creation of intelligent machines that can read and interpret human language. The advancement in AI text generation has facilitated the development of chatbots, voice assistants, automated content creation, and other applications.
AI Text Generation in Academia:
The use of AI text generation in academia raises several ethical and academic integrity concerns. The availability of tools that can generate content automatically can lead to plagiarism and academic misconduct. Moreover, the use of such tools undermines the learning process and the development of critical thinking skills. Therefore, universities should take measures to regulate the use of AI text generation tools in academic settings.
Dealing with AI Text Generation in Courses and Assignments:
To address the use of AI text generation in academic settings, universities should develop policies that define the acceptable use of these tools. Instructors should incorporate the policies into the course syllabus and communicate them to students. The policies should clearly define the type of assignments where the use of AI text generation is acceptable and where it is not. For instance, some assignments may require students to generate original content, while others may require the use of summarization tools.
Teaching Staff and AI Text Generation:
Teaching staff should be aware of the potential use of AI text generation by students and should be able to detect it. One way of detecting the use of AI text generation is by using plagiarism detection software, which can identify similarities between the submitted work and online sources. Instructors can also use various techniques, such as asking follow-up questions, to gauge the student's understanding of the work they have submitted.
Conclusion:
The advent of AI text generation in academia presents both opportunities and challenges. While the technology can facilitate some tasks, such as data analysis, it also raises concerns about academic integrity and the development of critical thinking skills. Therefore, universities should develop policies that regulate the use of AI text generation in academic settings. Instructors should incorporate these policies into the course syllabus and be aware of the potential use of AI text generation by students. By doing so, universities can ensure that the use of AI text generation tools does not undermine the learning process and academic integrity.