Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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The increasing use of generative artificial intelligence (AI) in student assessment has led to institutional reliance on detection tools. Unlike plagiarism detection, AI detection relies on unverifiable probabilistic estimates. In this paper, we argue that generative AI detection should not be used in education due to its methodological imperfections, violation of procedural fairness, and unverifiable outputs. Generative AI detectors cannot be tested in real-world conditions where the true origin of a text is unknown. Attempts to validate results through linguistic markers, multiple tools, or comparisons with past work introduce confirmation bias rather than independent verification. Moreover...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: inteligencia artificial

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What does it mean to write, learn to write, and teach writing in an age when students can use the latest artificial intelligence (AI) co‐authoring tools to produce entire essays without even adding an original idea or composing a single sentence? This article addresses questions of authorship and academic integrity concerning the use of AI writing assistants and the latest GPT‐3 (Generative Pre‐trained Transformer, Version 3) tools. It begins by problematizing the use of these tools, and then illustrates how students can use these tools to paraphrase, summarize, extend, and even create original texts with minimal original input, raising questions about authorship and academic integrity. The...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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GPT detectors frequently misclassify non-native English writing as AI generated, raising concerns about fairness and robustness. Addressing the biases in these detectors is crucial to prevent the marginalization of non-native English speakers in evaluative and educational settings and to create a more equitable digital landscape.

El estudio comparó siete detectores de texto generado por IA con redacciones de estudiantes nativos y no nativos de inglés. Los detectores clasificaron como generadas por máquina más de la mitad de las redacciones del TOEFL escritas por estudiantes no nativos, mientras que acertaron casi siempre con las de estudiantes nativos. La causa es la menor «...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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This paper explores the relationship between mind and machine at the intersection of Generative Artificial Intelligence (GenAI) and research writing in Higher Education. Through provocative stylistic resistance, the focus here shifts from what GenAI can or cannot produce to the paradoxical human behaviours in response, for instance, the mechanical predictability of narrative arcs prevalent in contemporary GenAI-related scholarship, whether human-produced or not. Whilst recognising the seductive allure of convenience for academics in toxic publish-or-perish cultures, this work accentuates concerning practices of self-censorship particularly among multicultural researchers to avoid GenAI usage accusations. Overzealous AI detection witch hunts are scrutinised as convenient gatekeeping proxies masking deeper concerns of intellectual...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The rapid adoption of generative artificial intelligence (GenAI) technologies in higher education has raised concerns about academic integrity, assessment practices and student learning. Banning or blocking GenAI tools has proven ineffective, and punitive approaches ignore the potential benefits of these technologies. As a result, assessment reform has become a pressing topic in the GenAI era. This paper presents the findings of a pilot study conducted at British University Vietnam exploring the implementation of the Artificial Intelligence Assessment Scale (AIAS), a flexible framework for incorporating GenAI into educational assessments. The AIAS consists of five levels, ranging from “no AI” to “...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Recent advances in generative pre-trained transformer large language models have emphasised the potential risks of unfair use of artificial intelligence (AI) generated content in an academic environment and intensified efforts in searching for solutions to detect such content. The paper examines the general functionality of detection tools for AI-generated text and evaluates them based on accuracy and error type analysis. Specifically, the study seeks to answer research questions about whether existing detection tools can reliably differentiate between human-written text and ChatGPT-generated text, and whether machine translation and content obfuscation techniques affect the...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Generative AI has seen rapid development and adoption in educational settings, presenting both benefits and challenges for universities. This paper examines the response of UK universities, particularly the Russell Group of research-led universities, in developing policies and guidance on the use of generative AI. The analysis covers the implementation of the Russell Group's principles across member institutions, addressing areas such as academic integrity, assessment practices, student use, and guidance for staff. It also explores the varying levels of policy development at non-Russell Group universities, finding that some institutions may struggle to find resources for this issue. The paper...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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Generative AI (GenAI) challenges assessment validity by enabling students to complete tasks without demonstrating genuine capability. In response to this challenge, institutions have developed and implemented various approaches that aim to communicate permissible AI use to students. Familiar examples include the ‘traffic light’ approach now commonly found within institutional policy. While well-intentioned, these approaches share a common limitation: They focus primarily on communicating rules rather than redesigning assessment mechanics. To clarify why such approaches fail, and to guide more effective responses, this paper introduces a novel conceptual distinction between discursive changes...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

In recent years, no other technology has revolutionised our life as Generative Artificial Intelligence (GenAI). GenAI has gained the attention of a myriad of users in almost every profession. Its advancement has had an intense impact on education, significantly disrupting the assessment design and evaluation methodologies. Despite the potential benefits and possibilities of GenAI in the education sector, there are several concerns primarily centred around academic integrity, authenticity, equity of access, assessment evaluation methodology, and feedback. Consequently, academia is encountering challenges in assessment design that are essential to retaining academic integrity in the age of GenAI. In this article, we discuss the challenges, and opportunities that need to be addressed for the assessment design and evaluation. The article...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Artículo de posición que pide a las universidades desactivar los detectores de texto generado por IA. Los autores reúnen los argumentos en contra: su falta de fiabilidad, el sesgo contra quienes escriben en inglés como segunda lengua (que a menudo usan correctores como Grammarly y ven su trabajo marcado como IA), la carrera perdida frente a las herramientas pensadas para burlarlos, la desconfianza que generan entre estudiantes y profesores y la contradicción de prohibir en la universidad unas herramientas que ya forman parte del trabajo cotidiano.

Recuerdan que varias universidades británicas, irlandesas y estadounidenses ya han renunciado a la detección, y proponen en su lugar integrar la IA en el aprendizaje: tareas en las que el alumnado parta de borradores generados para...

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