Elaine Xiao, a Canadian student at Duke University, turned to ChatGPT for help understanding challenging computer science concepts while studying for a recent midterm. Xiao found ChatGPT to be a quick and accessible solution, providing explanations in an easy-to-understand manner, avoiding the need to search through multiple articles.
Xiao highlighted the benefits of generative AI tools, mentioning that they help in studying and working more efficiently. She emphasized that AI serves as a valuable tool for students.
A recent survey by KPMG Canada revealed that a growing number of Canadian post-secondary students, including nearly three-quarters of respondents, are utilizing gen AI for their academic work, showing an increase from the previous year. Despite the positive use of AI, concerns about cheating and its impact on critical thinking persist among students, indicating a need for clearer guidelines and support from educators and institutions.
Assistance in Overcoming Challenges
Xiao expressed comfort in using AI as a “springboard” for thinking, following clear guidelines from her school and professors on its appropriate usage. She shared an example where AI assisted her in generating ideas for engaging classroom activities based on assigned readings, providing a starting point that she could build upon to create specific content for her class.
According to the KPMG survey, most young adults reported improved grades and work performance due to AI tools. However, a significant percentage expressed concerns about potential cheating and reduced learning outcomes, highlighting the necessity for educational institutions to provide ethical guidelines on AI usage.
Reevaluating Assessment Methods
Jazmine Kennedy, a fourth-year English major at Simon Fraser University, tends to avoid AI due to strict regulations from professors regarding its use. While some students resort to using AI for completing assignments, Kennedy suggested a shift in assessment approaches, emphasizing the importance of enhancing critical thinking skills and evaluating online information credibility.
Professor Sarah Elaine Eaton from the University of Calgary emphasized the need for educators to understand AI tools and guide students in leveraging them to supplement rather than replace traditional learning methods. She proposed personalized assessments, tailored exams, and one-on-one meetings as strategies to ensure students’ academic integrity and enhance their learning experience.
University of Waterloo student Katie Yu shared a balanced perspective on AI usage, acknowledging its benefits for certain tasks but focusing on developing problem-solving skills independently. Yu highlighted the importance of learning and understanding content without solely relying on AI, as it may not always be accessible in all situations.