ChatGPT: a force for good? Can GenAI tools help level the academic playing field?
Dr Sarah Hack
University of Surrey
The use of Generative AI tools such as ChatGPT in education has generated diverse responses. Critics express concerns about the potential drawbacks of excessive reliance on AI, arguing that it may hinder critical thinking skills, with the provision of ready-made answers and explanations serving to discourage students from engaging in independent analysis, evaluation, and problem-solving. Overreliance on AI may therefore serve to limit students' ability to think critically, challenge assumptions, and develop their own perspectives (Farrokhnia et al., 2023). Another concern is the restriction of human interaction in the learning process. Excessive reliance on ChatGPT may diminish opportunities for meaningful student-teacher and peer-to-peer interactions, which are important in fostering collaboration, communication and social-emotional skills.
Conversely, supporters see these tools as valuable resources that provide instant access to tailored information, explanations, examples, and resources, facilitating personalised learning experiences and promoting student engagement. They argue that rather than undermining higher-order skills like critical thinking and evaluative judgment, GenAI tools can enhance their development. For example, by engaging in conversations with ChatGPT, students may be exposed to a range of viewpoints, ideas, arguments, and evidence which they may then analyse and evaluate. Further, with the ability to personalise learning and to act as a ‘dialogic tutor’ (Compton, 2023) it has also been proposed that GenAI tools may help towards addressing the ‘awarding gap’ (Fido & Wallace, 2023).
In this presentation I explore the idea of using GenAI tools such as ChatGPT as a ‘force for good’ and introduce the ‘IDEAs’ framework for considering how we as educators might use such tools to enhance the student learning experience, and in so doing, take steps towards levelling the academic playing field.
References
Compton, M. (2023, July 28). Generative AI practicals: Using ChatGPT as a dialogic tutor. Heducationist. https://mcompton.uk/
Fido, D., & Wallace, L. (2023). The Unique Role of ChatGPT in Closing the Awarding Gap. The Interdisciplinary Journal of Student Success.
Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 1-15.