Testing the Ability of Teachers and Students to Differentiate between Essays Generated by ChatGPT and High School Students
Testing the Ability of Teachers and Students to Differentiate between Essays Generated by ChatGPT and High School Students
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DOI：
10.1155/2023/1923981
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发表时间：
2023-06
影响因子：
10.3
通讯作者：
Talia Waltzer;Riley L. Cox;Gail D. Heyman
中科院分区：
文献类型：
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作者：
Talia Waltzer;Riley L. Cox;Gail D. Heyman
2022年底ChatGPT的发布引发了人们对人工智能对学术诚信的影响的广泛关注，但到目前为止，几乎没有直接的经验证据可以为这场辩论提供信息。参与者（69名高中教师，140名高中生，总人数N = 209）参加了一项人工智能识别测试，他们阅读了两篇文章-一篇由高中生撰写，另一篇由ChatGPT撰写-并猜测哪些是由聊天机器人生成的。教师的准确率只有70%，学生的准确率稍差（62%）。自我报告的信心并不能预测准确性，ChatGPT或主题专业知识的经验也不能预测准确性。写得很好的学生论文尤其难以与ChatGPT文本区分开来。在另一组测量中，学生们报告说，他们对ChatGPT在教育中的未来作用比老师更乐观。学生们表示不赞成将ChatGPT生成的论文作为自己的论文提交，但对这一点和其他可能涉及ChatGPT的学术诚信违规行为的评价低于教师。这些结果为进一步研究人工智能与学术诚信之间的关系奠定了经验基础。
The release of ChatGPT in late 2022 prompted widespread concern about the implications of artificial intelligence for academic integrity, but thus far there has been little direct empirical evidence to inform this debate. Participants (69 high school teachers, 140 high school students, total N = 209 ) took an AI Identification Test in which they read pairs of essays—one written by a high school student and the other by ChatGPT—and guessed which was generated by the chatbot. Accuracy was only 70% for teachers, and it was slightly worse for students (62%). Self-reported confidence did not predict accuracy, nor did experience with ChatGPT or subject-matter expertise. Well-written student essays were especially hard to differentiate from the ChatGPT texts. In another set of measures, students reported greater optimism than their teachers did about the future role of ChatGPT in education. Students expressed disapproval of submitting ChatGPT-generated essays as one’s own but rated this and other possible academic integrity violations involving ChatGPT less negatively than teachers did. These results form an empirical basis for further work on the relationship between AI and academic integrity.