Maria Concetta Carruba, Alba Caiazzo, Chiara Scuotto, Lucrezia Savioni, Stefano Triberti
{"title":"A Grade for Artificial Intelligence: A Study on School Teachers' Ability to Identify Assignments Written by Generative Artificial Intelligence.","authors":"Maria Concetta Carruba, Alba Caiazzo, Chiara Scuotto, Lucrezia Savioni, Stefano Triberti","doi":"10.1089/cyber.2024.0524","DOIUrl":null,"url":null,"abstract":"<p><p>Artificial intelligence (AI) is rapidly advancing across various sectors, including education. However, AI in education raises ethical concerns, for example, regarding the originality of students' homework, which could affect both learning outcomes and student-teacher's trust. Despite AI's potential benefits, many teachers feel skeptical about its use, fearing that students may use it unfairly. This study aims to explore teachers' ability to assess the originality of student assignments and identify AI-generated content, taking into consideration teachers' expertise, self-efficacy, and personality. A sample of 67 middle and high-school teachers evaluated six short assignments, half written by real students and half by AI (ChatGPT 3.5). <i>t</i> Tests and analysis of variance were conducted to compare the identification accuracy of assignments and the relationship with teachers' expertise, and regressions were performed to examine the relationships between identification accuracy, personality traits, and self-efficacy in detecting originality. Teachers were able to identify AI-generated assignments but struggled with student-generated ones. Furthermore, teachers with more expertise exhibited a potential bias against students, mistakenly identifying their work as AI-generated. While teachers were able to evaluate assignments objectively, openness and conscientiousness predicted their self-efficacy in assessing originality. We discuss how educators may learn new opportunities to use generative AI to promote learning and engagement. Although students may leverage AI to minimize their workload, AI represents a way to support them during the learning process, if it is developed taking into account students' and teachers' needs and characteristics.</p>","PeriodicalId":10872,"journal":{"name":"Cyberpsychology, behavior and social networking","volume":" ","pages":""},"PeriodicalIF":4.2000,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cyberpsychology, behavior and social networking","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1089/cyber.2024.0524","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}
引用次数: 0
Abstract
Artificial intelligence (AI) is rapidly advancing across various sectors, including education. However, AI in education raises ethical concerns, for example, regarding the originality of students' homework, which could affect both learning outcomes and student-teacher's trust. Despite AI's potential benefits, many teachers feel skeptical about its use, fearing that students may use it unfairly. This study aims to explore teachers' ability to assess the originality of student assignments and identify AI-generated content, taking into consideration teachers' expertise, self-efficacy, and personality. A sample of 67 middle and high-school teachers evaluated six short assignments, half written by real students and half by AI (ChatGPT 3.5). t Tests and analysis of variance were conducted to compare the identification accuracy of assignments and the relationship with teachers' expertise, and regressions were performed to examine the relationships between identification accuracy, personality traits, and self-efficacy in detecting originality. Teachers were able to identify AI-generated assignments but struggled with student-generated ones. Furthermore, teachers with more expertise exhibited a potential bias against students, mistakenly identifying their work as AI-generated. While teachers were able to evaluate assignments objectively, openness and conscientiousness predicted their self-efficacy in assessing originality. We discuss how educators may learn new opportunities to use generative AI to promote learning and engagement. Although students may leverage AI to minimize their workload, AI represents a way to support them during the learning process, if it is developed taking into account students' and teachers' needs and characteristics.
期刊介绍:
Cyberpsychology, Behavior, and Social Networking is a leading peer-reviewed journal that is recognized for its authoritative research on the social, behavioral, and psychological impacts of contemporary social networking practices. The journal covers a wide range of platforms, including Twitter, Facebook, internet gaming, and e-commerce, and examines how these digital environments shape human interaction and societal norms.
For over two decades, this journal has been a pioneering voice in the exploration of social networking and virtual reality, establishing itself as an indispensable resource for professionals and academics in the field. It is particularly celebrated for its swift dissemination of findings through rapid communication articles, alongside comprehensive, in-depth studies that delve into the multifaceted effects of interactive technologies on both individual behavior and broader societal trends.
The journal's scope encompasses the full spectrum of impacts—highlighting not only the potential benefits but also the challenges that arise as a result of these technologies. By providing a platform for rigorous research and critical discussions, it fosters a deeper understanding of the complex interplay between technology and human behavior.