Over the last three months, the internet has been abuzz with the word ChatGPT; for many, this is the first foray into the world of artificial intelligence within education; however, for others, this marks a defining step into the new world of education [1]. Professors and students alike are wondering what impact artificial intelligence, in the form of a website, will have on education. ChatGPT is a language model that responds to prompts by the user; over many years, the development team behind ChatGPT has copied significant text data and scraped the internet to create a conversational chatbot that can answer almost any question imaginable. In less than 60 days, ChatGPT has reached over 100 million monthly active users, making it the fastest-growing consumer application in history; in comparison, to achieve these numbers, Netflix took ten years, Twitter 5 years, Facebook 4.5 years, and Instagram 2.5 years [2]. It is clear that this tool has a popularity and use that may have never been seen previously in the history of the internet; however, what does this have to do with education? Students can use artificial intelligence in writing assignments, providing suggestions, corrections, and feedback on existing work and providing structures for a student to use on assessments [3]. As Artificial intelligence in this form launched in December 2022, there is currently a lack of academic studies investigating artificial intelligence's potential use from the perspective of undergraduate students on assessments; however, this proposed research study seeks to begin attempting to understand many of the complexities and implications involved in using artificial intelligence tools. It is evident that artificial intelligence will be used by undergraduate students as a part of their studies at the University of Kansas, but can Graduate Teaching Assistants (GTA’s) identify the AI-generated responses within a larger class assessment submission?

Authors: Luke Parker, Jane Loper, Chris Carter, Alice Karakas, Ahmad Sokkar, Britta Bletscher-Peters

Published in: World Congress on Education (WCE-2023)

  • Date of Conference: 26-28 June, 2023
  • DOI: 10.20533/WCE.2023.0008
  • ISBN: 978-1-913572-59-4
  • Conference Location: Residence and Conference Centre, Toronto, Canada