StFX Students AI Usage: How Are You Learning?
/“I could just use Chat GPT for this”.
In a world of integrated AI technology it can be hard, if not impossible, to meet a student who has never used artificial intelligence. Whether it is the AI overview on Google, or writing a paper due in 20 minutes, the ease of access of AI has made it an unavoidable resource and temptation. And for many, the choice is simple with a schedule of assignments and lectures, tests and labs, it would be silly to not save yourself the time and effort, right? Instead of adapting and pushing through with other provided resources for studying, students have turned to AI to lessen the load. However, this increase in AI usage raises the question: how and what are you learning? And how do your professors know that you are?
Although the rise in students' AI usage is across all disciplines, concerns tend to be focused on Arts Degrees. In a class where students’ understanding of the material is often based on writing and assignments, AI is the easiest tool to cheat with. Not only is it integrated into most major grammar checkers, but any student can simply type an essay prompt into Chat GPT and have a full paper. Although your professor can check to see if your assignment feels “human made”, there’s no one way to tell for sure with AI’s rapid advancements.
I sat down with Rachel Hurst, professor of Women’s and Gender Studies at StFX, to discuss her feelings on the use of AI in student work. Dr. Hurst brought a unique perspective as both a professor that grades her classes mostly through written assignments and participation, and as someone returning to teaching after a yearlong sabbatical. They stated that the most important value in a classroom to them is trust, and that AI has made it harder to uphold mutual trust between members of the class. How does a teacher trust that a student isn’t using Chat GPT to write or correct their work? How can students trust each other when grades could be based on AI- created work?
At the same time, Dr. Hurst shared that she empathized deeply with the students who use AI as a shortcut. “Chat GPT scares me, because I can see how it would be easy to rely on it”. They continued, “I’m sure there are some students who use it to write entire essays, but most probably use it as a way to package their ideas together”. After speaking casually throughout the week to other students and teachers about using AI, this idea was common. Students feel overworked and out of time, consequently working with AI as a time and stress saver, and a way to easily gather and write out thoughts. Tteachers, however, fear that AI limits key skills and comprehension of the information being taught.
The solution that most professors lean towards to solve these problems is a change in how they assign work. Some, like Professor Hurst, have started creating in-class written assignments, with the work only being accessed by students during class hours. Others use AI checking websites and hope that they remain accurate. Though the rise in AI is only just beginning, the worry persists that more advanced uses will be developed, and in turn more complicated solutions created to combat them.
Ultimately, whether a student chooses to use AI for their work is a personal decision, and there is only so much a school can do to stop it. A university is here to give you the tools and information you need to succeed in your education, but you decide what to do with those tools. I do, however, urge every student to consider their options before reaching for AI, and to ask themselves: “What am I learning from this? And how does it benefit me?”.
