A Grade for Artificial Intelligence: A Study on School Teachers' Ability to Identify Assignments Written by Generative Artificial Intelligence.

IF 4.2 2区 心理学 Q1 PSYCHOLOGY, SOCIAL
Maria Concetta Carruba, Alba Caiazzo, Chiara Scuotto, Lucrezia Savioni, Stefano Triberti
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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.

人工智能成绩:学校教师识别生成式人工智能作业能力的研究。
人工智能(AI)正在包括教育在内的各个领域迅速发展。然而,教育中的人工智能引发了伦理问题,例如,关于学生作业的独创性,这可能会影响学习成果和学生与教师的信任。尽管人工智能有潜在的好处,但许多教师对它的使用持怀疑态度,担心学生可能会不公平地使用它。本研究旨在探讨教师评估学生作业原创性和识别人工智能生成内容的能力,同时考虑教师的专业知识、自我效能感和个性。67名初中和高中教师评估了6个简短的作业,其中一半由真正的学生完成,一半由人工智能完成(ChatGPT 3.5)。采用t检验和方差分析比较作业识别的准确性及其与教师专业知识的关系,并采用回归检验检验识别准确性、人格特质和自我效能感在发现独创性方面的关系。教师能够识别人工智能生成的作业,但很难识别学生生成的作业。此外,拥有更多专业知识的教师对学生表现出潜在的偏见,错误地认为他们的作业是人工智能生成的。教师能够客观地评价作业,开放性和严谨性预测了他们在评价独创性方面的自我效能感。我们讨论了教育工作者如何获得使用生成式人工智能来促进学习和参与的新机会。虽然学生可以利用人工智能来减少他们的工作量,但人工智能代表了一种在学习过程中支持他们的方式,如果它的开发考虑到学生和教师的需求和特点。
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来源期刊
CiteScore
9.60
自引率
3.00%
发文量
123
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.
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