The use of artificial intelligence (AI) to complete writing assignments has sparked debate among students and educators alike. While some argue that using AI is a form of cheating, others argue that it is a legitimate way to improve their writing skills. In this blog post, we will explore the morality of using AI for writing assignments and consider both sides of the argument.
On one hand, some argue that using AI to complete writing assignments is inherently dishonest. After all, the point of a writing assignment is to assess the student's ability to express their own thoughts and ideas in writing. By using AI, students are essentially outsourcing this task to a machine, which goes against the spirit of the assignment.
Furthermore, if a student is caught using AI to complete their assignment, they risk being punished for academic dishonesty. In a study published in the Journal of the Scholarship of Teaching and Learning, researchers surveyed students and educators on their perceptions of the use of AI for writing assignments. The results showed that the majority considered the use of AI to be a form of cheating (Kou, 2019).
On the other hand, others argue that using AI can actually be a valuable tool for improving writing skills. For example, AI can help students learn to construct more complex sentences and use more sophisticated vocabulary.
Additionally, AI can provide instant feedback on a student's writing, allowing them to quickly identify and correct errors in their work. In a study published in the Journal of Educational Technology & Society, researchers tested the effects of using AI for writing assignments on students' writing performance and attitudes toward writing. The results showed that AI improved students' writing performance and attitudes toward writing (Yin et al., 2016).
Despite the potential benefits of using AI for writing assignments, there are also some drawbacks to consider. For example, using AI may prevent students from developing their own unique writing style. Since AI is a machine, it can only produce writing that is based on algorithms and pre-existing data, which may not capture the creativity and individuality of a human writer.
Additionally, using AI may not adequately prepare students for real-world writing tasks, such as writing a cover letter or a business proposal, where they will need to be able to express their thoughts and ideas professionally.
In a study published in the Journal of Educational Computing Research, researchers tested the effects of using AI for writing assignments on students' ability to transfer their writing skills to real-world tasks. The results showed that students who used AI for writing assignments were less able to transfer their writing skills than those who did not (Kao et al., 2018).
Ultimately, the decision on whether to use AI to complete writing assignments comes down to personal morality. Some students may see it as a form of cheating, while others may view it as a useful tool for improving their writing. It is important for students to carefully weigh the potential benefits and drawbacks of using AI and make an informed decision on whether it is the right choice for them. Additionally, educators can play a role in fostering a culture of honesty and integrity in the classroom, by making it clear that using AI for writing assignments is not acceptable and providing students with the support and guidance they need to develop their own writing skills.
As AI becomes more powerful it will become increasingly difficult for teachers to make sure that students are truly learning how to write. After all, we are not far from a future where the bridge between AI writing and human writing is indistinguishable, passing even the most refined plagiarism checkers. And if you don’t believe me, this whole blog post (besides this last paragraph) was written by an AI called ChatGPT.
References:
Kao, Y., Chen, C., & Hwang, G. (2018). The effects of using AI-assisted writing systems on students' writing performance and transfer. Journal of Educational Computing
Research, 56(4), 683-700.
Kou, X. (2019). Students' and teachers' perceptions of the use of AI-assisted writing in the EFL classroom. Journal of the Scholarship of Teaching and Learning, 19(4), 5-18.
Yin, Y.,