Toward thoughtful integration of AI in education
Mitigating uncritical positivity and dependence on ChatGPT via classroom discussions
Bibliographic Data
| ID | 21539746 |
|---|---|
| Authors | Jihyun Kim (0000-0003-1514-0121, University of Central Florida, corresponding author), Stephanie Kelly (0000-0002-6874-5055, North Carolina Agricultural and Technical State University), Alex X Colón (0009-0004-5225-8481, University of Central Florida), Patric R Spence (0000-0002-1793-6871, University of Central Florida), Xialing Lin (0000-0002-0474-9743, University of Central Florida) |
| Year | 2024 |
| Volume | 73 |
| Issue | 4 |
| Pages | 388-404 |
| Publication date | 2024-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Communication Education (JOURNAL) |
| Journal identifiers | ISSN: 0363-4523 • E-ISSN: 1479-5795 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03634523.2024.2399216 |
| OpenAlex | W4404101108 |
| Language | EN |
| Citations received | 7 |
| References cited | 46 |
Although artificial intelligence (AI) tools (e.g., ChatGPT) have potential to act as a transformative educational tool, the widespread adoption of such technology also brings forth concerns related to academic integrity and learning gaps. This study examines whether class discussions on the negative aspects of AI-driven writing assistance have any impact on mitigating reliance on such technology. To address the inquiry, data were collected from undergraduate students in the U.S. Findings indicate that these discussions lead to a more critical evaluation of ChatGPT’s usefulness and favorability toward it, resulting in weaker intentions to use it. The study underscores the importance of class discussions and offers insights into how instructors and educators can navigate concerns about negative effects of AI-powered technology in education while leveraging the benefits of it
Epistemology · Mathematics education · Pedagogy · Sociology · Artificial Intelligence in Healthcare and Education · Intelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics · Philosophy · Psychology
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| Unique citing works | 7 |
|---|---|
| Citations per year | 7 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |