This is what AI told us about its own limitations.
1. Illusion of Learning: Teachers may perceive an illusion of progress due to improved homework scores when students use ChatGPT. A study in Turkey found that while homework scores increased with ChatGPT use, final exam performance actually decreased by 17% for students using unprompted ChatGPT[4], that is, without guiding prompts, simply navigating it on their own]. This suggests that teachers might observe apparent progress that doesn't translate to actual learning.2. Overestimation of Knowledge: Students using ChatGPT may experience "Illusory Knowledge," where they believe they've learned more than they actually have[4]. This could lead teachers to overestimate class progress based on students' self-reported understanding [[I have personally experienced this while teaching -- student head nods in synch with my points -- only to learn later that this was a student reflex to pacify the teacher. As a teacher, I find this befuddling.]]
3. Reduced Critical Thinking: Teachers might notice a decline in students' critical thinking and problem-solving abilities due to overreliance on ChatGPT[6]. This could create a false impression of progress in content knowledge while masking deficits in crucial cognitive skills.
4. Difficulty in Assessment: The use of ChatGPT poses challenges for teachers in accurately assessing student abilities, potentially leading to a skewed perception of class progress[1]. [[Yes!]]
It's important to note that research on this specific aspect of teacher perception is limited, and more studies are needed to fully understand the phenomenon of perceived illusory progress in classrooms using ChatGPT.
Citations:
[1] https://asiacall.info/proceedings/index.php/articles/article/download/81/64/757
[2] https://community.openai.com/t/chatgpt-4-and-the-illusion-of-learning-a-cautionary-tale-from-a-new-user/1009557
[3] https://rgsa.openaccesspublications.org/rgsa/article/download/8162/4017/29639
[4] https://www.oneusefulthing.org/p/post-apocalyptic-education
[5] https://huskiecommons.lib.niu.edu/cgi/viewcontent.cgi?article=8882&context=allgraduate-thesesdissertations
[6] https://pmc.ncbi.nlm.nih.gov/articles/PMC10670526/
[7] https://www.researchgate.net/publication/382619812_Perceptions_of_pre-service_teachers_on_the_use_of_ChatGPT_during_their_training_and_the_future_implications_for_their_future_role_in_high_schools_A_research_in_progress
[8] https://www.ciocoverage.com/edtech-and-ai-in-education-the-illusion-of-progress/
Other Possible negative effects of ChatGPT usage include:
1. Cognitive thinning: ChatGPT usage may lead to a reduction in students' cognitive efforts and critical thinking skills. Students who rely heavily on ChatGPT for academic tasks may experience a decline in their ability to think critically and solve problems independently[1][2].
[[ChatGPT encourages a decline in cognitive development.]]
2. Memory loss: Research has found a concerning link between ChatGPT usage and memory loss in students. As students rely on the AI to quickly answer questions, they may reduce their own cognitive efforts, resulting in poor memory retention[2][4].
[[Surprisingly, there are lots of studies on this. Memory loss in adults is linked to dementia. What about kids?]]
3. Procrastination: Students who use ChatGPT frequently are more likely to procrastinate on their academic tasks. This may be due to the ease with which they can obtain information or complete assignments using the AI tool[2][6].
[[Undermines the development of time management skills.]]
4. Declining academic performance: Studies have shown a correlation between ChatGPT usage and a drop in GPA. This suggests that while the tool may make schoolwork easier in the short term, it may negatively impact overall academic performance[2][4]. [[I don't get this. Failing students now have a proverbial army they can muster at a moment's notice -- unless (below) they are too poor to access the technology?]]
5. Reduced cognitive load: While ChatGPT can ease students' cognitive load during research tasks, this comes at the expense of developing stronger arguments and critical thinking skills. Students using ChatGPT tend to produce weaker arguments compared to those using traditional research methods like Google[8].
These effects suggest a "thinning out of developmental cognitive strands" in the classroom, as students may become overly reliant on AI tools at the expense of developing crucial cognitive and academic skills. This trend could potentially lead to a less intellectually robust learning environment if not properly managed.
Citations:
[1] https://pmc.ncbi.nlm.nih.gov/articles/PMC10670526/
[2] https://futurism.com/the-byte/chatgpt-memory-loss-procrastination
[3] https://www.nea.org/nea-today/all-news-articles/chatgpt-enters-classroom-teachers-weigh-pros-and-cons
[4] https://evolutionnews.org/2024/03/chatgpt-linked-with-memory-loss-poor-academic-performance/
[5] https://blog.acceleratelearning.com/ai-in-education-the-impact-of-chatgpt
[6] https://www.psypost.org/chatgpt-linked-to-declining-academic-performance-and-memory-loss-in-new-study/
[7] https://gchumanrights.org/gc-preparedness/preparedness-science-technology/article-detail/the-chatgpt-effect-in-higher-education.html
[8] https://www.psypost.org/study-finds-chatgpt-eases-students-cognitive-load-but-at-the-expense-of-critical-thinking/
Since the widespread adoption of AI in education, several effects on both teachers and students have worsened in regard to the online delivery of instruction and assessment:
1. Academic dishonesty: The use of ChatGPT for cheating has become more prevalent and sophisticated. Over 25% of teachers have caught students using ChatGPT to cheat, leading to increased time spent on checking for AI plagiarism[5].
2. Decline in critical thinking: Students' overreliance on ChatGPT has led to a more significant decrease in critical thinking and problem-solving skills. This effect is particularly concerning in subjects requiring complex analysis, such as literature, history, and philosophy[1][2].
3. Reduced creativity: The ease of generating content with ChatGPT has further diminished students' ability to express original ideas and perspectives, leading to more formulaic and less creative work[1][5].
4. Widening equity gaps: The introduction of AI tools has exacerbated existing inequalities, as not all students have equal access to or can afford AI tools like ChatGPT, creating an unfair advantage for those who do[1].
5. Increased cognitive offloading: Studies have shown a more pronounced decline in memory retention and independent learning as students increasingly rely on AI for information retrieval and task completion[1][2].
6. Compromised learning outcomes: The overuse of ChatGPT has led to a more significant negative impact on educational support and reduced social interaction between students and faculty, affecting the overall learning experience[2].
7. Challenges in assessment: Teachers are facing greater difficulties in accurately assessing students' knowledge and understanding due to the prevalence of AI-generated work[1][5].
8. Increased workload for teachers: Educators are spending more time revamping lesson plans to be "AI-proof" and developing new strategies to maintain academic integrity[5]. [[To say nothing about time wasted trying to catch cheaters and making the accusations stick? Why bother ....]]
9. Erosion of research skills: Students' ability to conduct independent research and critically evaluate sources has further deteriorated due to the convenience of AI-generated responses[2][4].
10. Perpetuation of biases: The increased use of ChatGPT has led to more instances of unintentional biases being reinforced in educational settings, as the AI may generate responses that reflect prejudices or imbalances present in its training data[2].
Regarding similar effects of online instructional delivery, even BEFORE the adoption of AI:
Many of the effects attributed to ChatGPT in education were already observed in online learning environments before the widespread adoption of AI, albeit to varying degrees:
1. Reduced human interaction: Online education has long grappled with the challenge of maintaining meaningful teacher-student and student-student interactions. This issue predates AI adoption, with concerns about social isolation and decreased engagement being prevalent in early online learning research[3][6].
2. Changes in assessment methods: The shift to online learning necessitated changes in assessment strategies to combat academic dishonesty, a challenge that existed before AI but has been exacerbated by it[1].
3. Time-saving for teachers: Learning Management Systems (LMS) and other educational technologies have been assisting teachers with tasks like grading and content delivery for years, though not to the extent that AI now promises[2].
4. Equity issues: The digital divide and unequal access to technology have been persistent challenges in online education, mirroring current concerns about AI accessibility[1][7].
5. Privacy concerns: Data privacy and security issues have been central to online education discussions long before AI entered the picture[1][4].
6. Potential for personalized learning: Adaptive learning systems, precursors to AI-driven personalization, have been a feature of online education for some time[5].
7. Risk of overreliance on technology: This concern has been present since the early days of educational technology integration, though AI intensifies it[1].
8. Impact on critical thinking skills: There have been ongoing debates about how online learning affects the development of critical thinking skills, a concern now amplified with AI[1][5].
9. Transformation of teaching roles: Online education has been gradually shifting the role of teachers from lecturers to facilitators, a trend that AI is accelerating[2][7].
10. Need for teacher training: The transition to online teaching has always required professional development, similar to the current need for AI-related training[8].
While many of these effects were present in online education before AI, the introduction of AI has generally intensified and accelerated these trends. The key difference lies in the scale, speed, and sophistication that AI brings to these existing challenges and opportunities in online education.
Citations:
[1] https://www.educationnext.org/a-i-in-education-leap-into-new-era-machine-intelligence-carries-risks-challenges-promises/
[2] https://www.waldenu.edu/programs/education/resource/five-pros-and-cons-of-ai-in-the-education-sector
[3] https://education.illinois.edu/about/news-events/news/article/2024/10/24/ai-in-schools--pros-and-cons
[4] https://www.ed.gov/sites/ed/files/documents/ai-report/ai-report.pdf
[5] https://pmc.ncbi.nlm.nih.gov/articles/PMC9513244/
[6] https://openedx.org/blog/what-is-the-impact-of-ai-in-the-online-learning-space/
[7] https://www.onlineeducation.com/features/ai-in-distance-learning
[8] https://er.educause.edu/articles/2024/1/will-our-educational-system-keep-pace-with-ai-a-students-perspective-on-ai-and-learning
ChatGPT has introduced several negative changes to the role of teachers in the classroom:
1. Increased workload: Teachers are spending more time checking for AI plagiarism and revamping lesson plans to be "AI-proof"[4]. This additional burden takes away from time that could be spent on more meaningful educational activities.
2. Diminished teacher-student interaction: The use of ChatGPT for educational support can reduce opportunities for face-to-face interactions between students and faculty, potentially affecting the learning experience and social aspects of education[1].
3. Challenges in assessment: Teachers face difficulties in accurately assessing students' knowledge and understanding when AI tools are used to complete assignments[2]. This complicates the evaluation process and may lead to inaccurate assessments of student progress.
4. Shift in pedagogical focus: Educators are forced to adapt their teaching methods to counteract the negative effects of AI tools, potentially moving away from traditional teaching approaches that may still hold value[4].
5. Ethical dilemmas: Teachers must navigate new ethical challenges related to AI use in education, including issues of academic integrity and equitable access to technology[2][3].
6. Potential overreliance on AI: There is a risk that teachers might start relying on AI tools before developing in-depth knowledge about teaching and classroom management, potentially compromising the quality of education[7].
7. Reduced emphasis on critical thinking: As AI tools can provide quick answers, teachers may find it challenging to encourage students to engage in deep, critical thinking processes[1][2].
8. Perpetuation of biases: Teachers must be vigilant about the potential biases in AI-generated content, which could inadvertently reinforce stereotypes or prejudices in the classroom[1][3].
These changes highlight the complex challenges teachers face in integrating AI tools like ChatGPT into education while maintaining the quality and integrity of the learning experience.
Citations:
[1] https://pmc.ncbi.nlm.nih.gov/articles/PMC10670526/
[2] https://www.techbusinessnews.com.au/blog/chatgpt-may-lead-to-the-downfall-of-eduction-and-critical-thinking/
[3] https://citejournal.org/volume-23/issue-1-23/editorial/editorial-chatgpt-challenges-opportunities-and-implications-for-teacher-education/
[4] https://www.nea.org/nea-today/all-news-articles/chatgpt-enters-classroom-teachers-weigh-pros-and-cons
[5] https://www.pewresearch.org/short-reads/2024/05/15/a-quarter-of-u-s-teachers-say-ai-tools-do-more-harm-than-good-in-k-12-education/
[6] https://blogs.worldbank.org/en/education/how-use-chatgpt-support-teachers-good-bad-and-ugly
[7] https://www.tc.columbia.edu/articles/2023/january/navigating-the-risks-and-rewards-of-chatgpt/
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