Once again, fears that students would misuse new technologies are unfounded
A Stanford University study shows that the availability of generative algorithms such as ChatGPT has not seen a significant increase in cheating. Instead, students have incorporated the functionalities of generative algorithms as another tool, using it as a source of additional information that can save time.
The conclusions of the study coincides with my personal observations at IE University for the latter half of the 2022/23 academic year and the first part of this: since ChatGPT became available. The use of this type of tool, which I encourage because I believe that the learning curve for efficient use must be followed as part of the education process, is dedicated to obtaining ideas, to the search for sources and to some other uses such as proofreading or revision of written texts to eliminate typographical, spelling or grammatical errors. It does not start from the basis of trying to cheat, but simply to take advantage of the tool’s potential.
There is little evidence that many students have tried to pass off entire texts generated by a tool of this type, and the fact that in an anonymous survey they affirm exactly that allows us to intuit that, indeed, the risks of creating a generation of ignorant students because they outsourced their production processes to tools such as ChatGPT…
