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Generative AI: Some Context
Generative AI (GenAI), a type of artificial intelligence that can produce text, images, audios, videos and other media in response to prompts, is a rapidly developing technology that has stormed the world in recent years. In November 2022, OpenAI released a demo of ChatGPT to the public. The chatbot based on large language models (LLMs) soon gained over 100 million users in two months, becoming the fastest-growing consumer software application in history. With other emerging GenAI tools such as Gemini, Midjourney and DALL-E, different industries are now finding ways to incorporate the new technology into their operation. For example, Google has launched a virtual try-on (VTO) feature to improve online shopping experience.
Authorship and Intellectual Property
Heated debates have been ignited regarding the use of GenAI in higher education. AI text generators can now produce well-structured academic essays with sufficient prompts, ringing the alarm bell about authorship in academia. Springer Nature, the world’s largest academic publisher, has clarified that ChatGPT can’t be credited as an author. At the International Conference on Machine Learning (ICML) in January 2023, a statement was made about prohibiting the use of LLMs in papers unless the produced text is presented as a part of the paper’s experimental analysis.
Indeed, the development of GenAI tools makes writing much easier than before, as these tools are useful for brainstorming ideas and creating grammatical error free texts. However, there are also potential issues caused by the use of these tools. Copyright is one of them. LLMs generate content based on public data, meaning the information they scrape from the internet are used without the author or owner’s consent. With more LLMs tools entering the market, lawsuits have been filed against the companies behind these tools for their unethical use of online personal data.
Academic Integrity
Universities around the globe have also responded to the use of these tools in teaching and learning by setting their own policies. Enforcement of academic integrity policies is complicated however, by the fact that AI detection software has high error rates. As AI becomes increasingly embedded in word processors, search engines, and other everyday tools, it has become difficult for students to avoid altogether, requiring careful differentiation of legitimate uses versus academic misconduct (where exactly is the line between writing, brainstorming and proofreading?). According to recent research, students report a lot of ambiguity around acceptable use of GenAI. In the absence of clear and enforceable guidelines they construct their own personal frameworks for AI use, based on their ethical perspectives, risk assessments, and ambiguous institutional policies.
Supporting or Undermining Learning
Students are developing ways of using AI technology in their assignments, for example, writing essay outlines and drafting thesis statements. Many students find these tools useful to support their learning, and feel that they benefit from the constant availability, personalization and instant feedback offered by AI. On the other hand, many students express concerns around the cognitive effects of extensive AI use, of overdependence and cognitive offloading. The cognitive effects of AI use, and its impact on critical thinking skills is the subject of much ongoing research. Research has observed that AI can enhance critical thinking skills, but can also degrade critical thinking and reflection in other cases, underscoring the importance of structured guidance on the part of instructors, and of reflective and intentional use on the part of students. This can be a difficult line to navigate, and researchers point out that effective decision making around AI use requires strong metacognitive skills, and report that students often misjudge their own reliance on and use of AI.
Privacy Concerns
Another issue raised by the use of GenAI is privacy concerns. Currently, there is no legal basis for the collection and storage of personal data used to train these tools. The information collected is also subject to data leaks. In June 2023, a report by a cybersecurity firm revealed that there are over 101,000 compromised ChatGPT login credentials for sale on dark web marketplaces. Hackers may then have access to the sensitive information users previously input into ChatGPT.
As students, the challenge of using GenAI tools is the proper application of these tools in your studies concerning academic integrity and privacy. When using GenAI tools in assignments, you may consider the following methods to better protect yourself.
- Check your university’s policy on the use of GenAI tools in assignments (See UBC and UofT’s policies). Communication with your lecturer can also address your concerns about the appropriate application of these tools in completing different learning tasks.
- Reflect continuously on whether your use is supporting your learning or allowing you to bypass important learning opportunities.
- Be mindful of the credibility of the responses these tools provide you. Always do your own research after obtaining information from these tools, as misinformation may be presented. Not only can fact-checking help you ensure the accuracy of the information, but it can also help you locate the information source in order to avoid copyright issues.
- Avoid inputting sensitive information into these tools. Remember all the information you feed the systems contributes to training them, and there is still no clear policy on how the data can be used, not to mention the risk of data breach.
Links
- ChatGPT and Other Generative AI Tools | UBC (2023)
- Generative Artificial Intelligence in the Classroom | UofT (2023)
- Generative AI and ChatGPT | UBC Library (2023)
- Top AI conference bans use of ChatGPT and AI language tools to write academic papers | The Verge (2023)
- ChatGPT can’t be credited as an author, says world’s largest academic publisher | The Verge (2023)
- ChatGPT and Artificial Intelligence in Higher Education: Quick Start Guide | UNESCO and UNESCO International Institute for Higher Education in Latin America and the Caribbean (2023)
Discuss
The Digital Tattoo Project encourages critical discussion on topics surrounding digital citizenship and online identity. There are no correct answers and every person will view these topics from a different perspective. Be sure to complete the previous sections before answering the questions.
- How can and should we address the ethical issues involved in the use of GenAI tools in academics?
- What is your university’s policy on the use of GenAI tools in assignments?
- What kind of information are you inputting into GenAI tools? Are they sensitive or confidential?
- What are the sources of the information generated by these tools? Is there any copyright issue?
What do you think? Tell us using the comment below.
I think there’s an amount of precarity in using any Generative AI in academic spaces; esp. pertaining to where these platforms are being developed. New legislation in the EU (for example) could cost an institution access to a platform they’d come to rely on. Esp. if that platform is making efforts to be “ethical” — (~ is AI inherently at odds w/ itself when we consider ethics?)…
With the development of AI, it has indeed made our lives increasingly convenient. But at the same time, some new problems emerged as well. I believe that the relevant regulations should be improved, and the users should be informed so that they can use this tool more effectively.