ChatGPT
The Dilemma of the Authorship of Graded Assignments in Higher-Education
Abstract
The emergence of ChatGPT poses new challenges in the educational field. Among them, the open discussion on the potentially negative consequences that the program's use may generate in the learning and evaluation processes of students. The present study investigates the level of knowledge and perception of ChatGPT among university educators, as well as their proficiency in discerning student-authored texts from those generated by artificial intelligence. For this purpose, 51 professors at the University of Barcelona, specializing in communication and philology, were presented with a sample of texts extracted from an authentic academic assignment that included versions written by students themselves, together with outputs generated ad hoc by ChatGPT. The accuracy rate of the authorship assignment performed by teachers was 31%, a value that reveals a new obstacle in teaching, learning, and evaluation processes in higher education. Additionally, there was a tendency for ChatGPT-generated texts to be rated more favorably than those written by the students themselves. Finally, the article presents several suggestions aimed at anticipating the potential impact of the unethical use of artificial intelligence on the development of skills and abilities among university students.
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