Shulou(Shulou.com)11/24 Report--

According to news from December 19, the new artificial intelligence ChatGPT developed by OpenAI can not only chat, but also program and write papers. This has not only triggered an upsurge in the field of technology, but also prompted academia to urge universities to develop new academic evaluation models for artificial intelligence to prevent students from using artificial intelligence to write papers.

OpenAI, supported by Microsoft, launched its new artificial intelligence ChatGPT on November 30 for free testing by the public. Within a week of its release, more than 1 million users had tried the online tool. This powerful artificial intelligence can not only chat and program, but also form arguments and write convincing papers, raising widespread concerns that students will use ChatGPT to cheat when writing papers.

Scholars, higher education consultants and cognitive scientists around the world have advised universities to develop new evaluation models to deal with the threat posed by artificial intelligence to academic integrity.

ChatGPT is a large language model that trains millions of data points, including a large number of texts and books. It gives a coherent answer to the user's question by predicting the next more reasonable word in a series of words, but the answer is usually not accurate and requires in-depth fact-checking.

For example, when a user asks the program to generate a reading list around a particular topic, ChatGPT may generate a false set of references.

JISC is a UK-based charity that provides technical advice to higher education institutions. Last week, representatives from about 130 universities attended a seminar organized by JISC. It was argued that technology should be used to improve writing and creativity, only against "plagiarism of software and generative artificial intelligence is not good for anyone."

At present, ChatGPT is free to the public and can be accessed online by anyone, which makes academics worry about whether the widespread use of artificial intelligence will make papers redundant or require additional resources to mark content.

About 16000 universities around the world use software from the American company Turnitin to detect plagiarism and identify certain types of artificial intelligence-assisted writing. Anne Cechitri (Annie Chechitelli), Turnitin's chief product officer, says the company is developing a tool to guide educators to evaluate papers with "traces".

Cechitri also warned against spending too much resources and energy on how to detect cheaters and said educators should encourage the development of human skills such as critical thinking and editing.

Over-reliance on online tools may affect students' development or creativity. According to a study conducted by Rutgers University in New Jersey in 2020, students who are accustomed to finding homework answers through Google search engines tend to have lower test scores.

Keith Butterfield (Kay Firth-Butterfield), director of artificial intelligence at the World Economic Forum (World Economic Forum) in Davos, said: "students do not improve their abilities by submitting content generated by artificial intelligence; it is more like a work machine than Einstein." Artificial intelligence technology should be improved quickly, he added.

Scholars warn that education's response to these artificial intelligence tools has been slow. Mike Sharples (Mike Sharples), emeritus professor at the Open University of the Public Research University and author of Story of machines: how computers become Creative Writers (Open University and author of Story Machines: How Computers Have Become Creative Writers), said, "the whole education system is just beginning to realize this, but it's the same as the mobile phone problem in schools. The reaction is to ignore it, reject it, ban it, and then try to adapt to it. "

Charles Knight, a higher education consultant, says that for an already cash-strapped education sector, moving to more interactive assessment or reflective work can be costly and challenging.

"part of the reason why the paper is so successful is the economy," he added. "if you evaluate students in other ways, the cost and time will increase."

British universities say they are keeping a close eye on the problem, but have not actively addressed it. TEQSA, an independent Australian higher education regulator, says institutions need to clearly define their own assessment rules and convey the message to students.

"Learning is a process, and in many cases it has nothing to do with the end result," says Rebecca Mace, a digital philosopher and education researcher at the Institute of Education at University College London. "A paper is useless in a lot of work."

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