Top

TechTrends

Published in:

03-06-2024 | Original Paper

ChatGPT: The Challenges It Presents for Writing Assignments

Author: Hagit Meishar-Tal

Published in: TechTrends | Issue 4/2024

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

This paper critically analyzes the potential impact of ChatGPT, a creative artificial intelligence tool, on learning and teaching, focusing on its impact on using writing assignments as a means of assessing knowledge. The paper examines the challenges this tool presents to learners and teachers in various aspects, including writing as a means of constructing knowledge, designing writing assignments, and assessing ChatGPT-assisted writing tasks. The paper examines the challenges posed by ChatGPT for writing from three different aspects: the role of ChatGPT as a learning support tool, the consequences of using ChatGPT for acquiring 21st-century skills, and challenges regarding the evaluation of the learners. The analysis indicates that ChatGPT might serve as a performance support system rather than a learning support tool. It also argued that incorporating ChatGPT into the learning process requires a significant degree of critical thinking from both students and teachers. It is crucial that they utilize this tool with the primary objective of enriching their thinking and writing abilities rather than seeking to circumvent the cognitive information processing mechanisms as a shortcut to produce writing products.

previous article Being in Two Places at the Same Time: a Future for Hybrid Learning Based on Student Preferences

next article The Nexus of ISTE Standards and Academic Progress: A Mapping Analysis of Empirical Studies

AlAfnan, M. A., Dishari, S., Jovic, M., & Lomidze, K. (2023). ChatGPT as an educational tool: Opportunities, challenges, and recommendations for communication, business writing, and composition courses. Journal of Artificial Intelligence and Technology, 3(2), 60–68. https://doi.org/10.37965/jait.2023.0184

Binkley, M., Erstad, O. Herman, H., Raizen, S., Ripley M., Miller-Ricci, M & Ruble, M. (2012). Defining twenty-first century skills. In: P. Griffin, B. McGaw, E. Care (Eds.) Assessment and teaching of 21st century skills. Springer. https://doi.org/10.1007/978-94-007-2324-5_2

Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens. Publications Office of the European Union.

De Paor, S., & Heravi, B. (2020). Information literacy and fake news: How the field of librarianship can help combat the epidemic of fake news. The Journal of Academic Librarianship, 46(5), 102218. https://doi.org/10.1016/j.acalib.2020.102218CrossRef

Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., ... & Wright, R. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642

Eisenberg, M. B. (2008). Information literacy: Essential skills for the information age. DESIDOC Journal of Library & Information Technology, 28(2). https://doi.org/10.14429/djlit.28.2.166

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance improvement quarterly, 6(4), 50–72. https://doi.org/10.1002/piq.21143

Gal, E., & Nachmias, R. (2011). [Chais] Implementing online learning and performance support using an EPSS. Interdisciplinary Journal of E-Learning and Learning Objects, 7(1), 213–224. https://doi.org/10.28945/1520

García-Peñalvo, F. J. (2023). The perception of artificial intelligence in educational contexts after the launch of ChatGPT: Disruption or Panic? http://www.repositorio.grial.eu/handle/grial/2838. Accessed 20 Jun 2023.

Harasim, L. (2017). Learning theory and online technologies. Taylor & Francis.CrossRef

Honebein, P. C., Duffy, T. M., & Fishman, B. J. (1993). Constructivism and the design of learning environments: Context and authentic activities for learning. Designing Environments for Constructive Learning, 87–108. https://doi.org/10.1007/978-3-642-78069-1_5

Huitt, W., & Hummel, J. (2003). Piaget’s theory of cognitive development. Educational Psychology Interactive, 3(2), 1–5. http://www.edpsycinteractive.org/topics/cogsys/piaget.html. Accessed 20 Jun 2023.

Hutson, M. (2022). Could AI help you to write your next paper? Nature, 611(7934), 192–193. https://doi.org/10.1038/d41586-022-03479-wCrossRef

Jonassen, D. H. (1996). Computers in the classroom: Mindtools for critical thinking. Prentice-Hall.

Jones-Jang, S. M., Mortensen, T., & Liu, J. (2021). Does media literacy help identification of fake news? Information literacy helps, but other literacies don’t. American Behavioral Scientist, 65(2), 371–388. https://doi.org/10.1177/0002764219869406CrossRef

Jowett, B. (1892). The dialogues of Plato in five volumes (Vol. 1, 3rd ed., pp. 483–489). Oxford University.

Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274

Kay, K., & Greenhill, V. (2010). Twenty-first century students need 21st-century skills. In Bringing schools into the 21st century (pp. 41–65). Springer.

Knight, C., & Pryke, S. (2012). Wikipedia and the University, a case study. Teaching in Higher Education, 17(6), 649–659. https://doi.org/10.1080/13562517.2012.666734CrossRef

Koubaa, A., Boulila, W., Ghouti, L., Alzahem, A., & Latif, S. (2023). Exploring ChatGPT capabilities and limitations: A critical review of the NLP game changer. Preprints 2023, 2023030438. https://doi.org/10.20944/preprints202303.0438.v1

Kramer, M. Gregorowicz, A. and Iyer, B. (2008). Wiki trust metrics based on phrasal analysis. In Proceedings of the 2008 International Symposium on Wikis, (September, 2008), Porto, Portugal. https://doi.org/10.1145/1822258.1822291

Laor, T., & Galily, Y. (2022). In WAZE we trust? GPS-based navigation application users’ behavior and patterns of dependency. PLoS ONE, 17(11), e0276449. https://doi.org/10.1371/journal.pone.0276449CrossRef

Lih, A. (2004). Wikipedia as participatory journalism: Reliable sources? Metrics for evaluating collaborative media as a news resource. In Proceedings of the 5th International Symposium on Online Journalism, (April, 2004), Austin, USA. http://jmsc.hku.hk/faculty/alih/publications/utaustin-2004-wikipedia-rc2.pdf. Accessed 20 Jun 2023.

Lo, L. S. (2023). The CLEAR path: A framework for enhancing information literacy through prompt engineering. The Journal of Academic Librarianship, 49(4), 102720. https://doi.org/10.1016/j.acalib.2023.102720CrossRef

Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/LHTN-01-2023-0009

Mao, J., Chen, B., & Liu, J. C. (2023). Generative artificial intelligence in education and its implications for assessment. TechTrends. https://doi.org/10.1007/s11528-023-00911-4CrossRef

McGee, R. W. (2023). Is ChatGPT biased against conservatives? An empirical study. https://doi.org/10.2139/ssrn.4359405

Meishar-Tal, H. (2015). Teachers' use of Wikipedia with their Students. Australian Journal of Teacher Education (Online), 40(12), 126–140. https://doi.org/10.14221/ajte.2015v40n12.9

Nappi, J. S. (2017). The importance of questioning in developing critical thinking skills. Delta Kappa Gamma Bulletin, 84(1), 30.

Newton, P. E. (2007). Clarifying the purposes of educational assessment. Assessment in Education, 14(2), 149–170. https://doi.org/10.1080/09695940701478321CrossRef

Partnership for 21st Century Skills (2009). P21 framework definitions; Partnership for 21st century skills: Washington, DC, USA. http://eric.ed.gov/?q=framework+for+21st+century+learning&id=ED519462. Accessed 20 Jun 2023.

Perkins, D. N. (1991). Technology meets constructivism: Do they make a marriage? Educational Technology, 31(5), 18–23. http://www.jstor.org/stable/44427516. Accessed 20 Jun 2023.

Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems, 3(23), 121–154. https://doi.org/10.1016/j.iotcps.2023.04.003CrossRef

Rozado, D. (2023). The political biases of ChatGPT. Social Sciences, 12(3), 148. https://doi.org/10.3390/socsci12030148CrossRef

Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?. Journal of Applied Learning and Teaching, 6(1). https://doi.org/10.37074/jalt.2023.6.1.9

Salomon, G. (2000). Technology and education in the information age. University of Haifa. (Hebrew).

Savage, L. B. (1998). Eliciting critical thinking skills through questioning. The Clearing House, 71(5), 291–293. https://doi.org/10.1080/00098659809602727CrossRef

Shidiq, M. (2023). The use of artificial intelligence-based Chat-GPT and its challenges for the world of education; From the viewpoint of the development of creative writing skills. In Proceeding of International Conference on Education, Society and Humanity (Vol. 1, No. 1, pp. 360–364).

Sigthorsson, G. (2005). Copy/Paste: The joys of plagiarism. M/C Journal, 8(3). https://doi.org/10.5204/mcj.2360

Sisti, D. A. (2007). How do high school students justify internet plagiarism? Ethics & Behavior, 17(3), 215–231. https://doi.org/10.1080/10508420701519163CrossRef

Tight, M. (2021). Twenty-first century skills: Meaning, usage and value. European Journal of Higher Education, 11(2), 160–174. https://doi.org/10.1080/10508420701519163CrossRef

William, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3–14. https://doi.org/10.1016/j.stueduc.2011.03.001CrossRef

Wöhner, T., & Peters, R. (2009). Assessing the quality of Wikipedia articles with lifecycle based metrics. In Proceedings of the 5th International Symposium on Wikis and Open Collaboration (pp. 1–10). https://doi.org/10.1145/1641309.1641333

Title: ChatGPT: The Challenges It Presents for Writing Assignments
Author: Hagit Meishar-Tal
Publication date: 03-06-2024
Publisher: Springer US
Published in: TechTrends / Issue 4/2024
Print ISSN: 8756-3894
Electronic ISSN: 1559-7075
DOI: https://doi.org/10.1007/s11528-024-00972-z

Springer Professional

ChatGPT: The Challenges It Presents for Writing Assignments

Abstract

Premium Partner

Springer Professional

Abstract

Please log in to get access to your license.

Other articles of this Issue 4/2024

Why is There a Picture of Me on Snapchat?: Educational Approaches to Overposting

What is TechTrends?

A Needs Assessment to Support Faculty Members’ Awareness of Generative AI Technologies to Support Instruction

Utilizing Generative AI for Instructional Design: Exploring Strengths, Weaknesses, Opportunities, and Threats

Harnessing the Power of Generative AI to Support ALL Learners

Exploring Inventions in Self-Directed Language Learning with Generative AI: Implementations and Perspectives of YouTube Content Creators