{"id":66855,"date":"2023-01-20T01:19:00","date_gmt":"2023-01-20T06:19:00","guid":{"rendered":"https:\/\/world.edu\/?p=66855"},"modified":"2023-01-20T01:19:00","modified_gmt":"2023-01-20T06:19:00","slug":"how-chatgpt-robs-students-of-motivation-to-write-and-think-for-themselves","status":"publish","type":"post","link":"https:\/\/world.edu\/how-chatgpt-robs-students-of-motivation-to-write-and-think-for-themselves\/","title":{"rendered":"How ChatGPT robs students of motivation to write and think for themselves"},"content":{"rendered":"

\"\"<\/p>\n

When the company\u00a0OpenAI launched<\/a>\u00a0its new artificial intelligence program, ChatGPT, in late 2022, educators began to worry. ChatGPT could generate text that seemed like a human wrote it. How could teachers detect whether students were using language generated by an AI chatbot to\u00a0cheat<\/a>\u00a0on a writing assignment?<\/p>\n

As a\u00a0linguist<\/a>\u00a0who studies the effects of technology on how people\u00a0read<\/a>,\u00a0write<\/a>\u00a0and\u00a0think<\/a>, I believe there are other, equally pressing concerns besides cheating. These include whether AI, more generally, threatens student writing skills, the value of writing as a process, and the importance of seeing writing as a vehicle for thinking.<\/p>\n

As part of the research for my new book on the\u00a0effects of artificial intelligence on human writing<\/a>, I surveyed young adults in the U.S. and Europe about a host of issues related to those effects. They reported a litany of concerns about how AI tools can undermine what they do as writers. However, as I note in my book, these concerns have been a long time in the making.<\/p>\n

Users see negative effects<\/strong><\/h4>\n

Tools like ChatGPT are only the latest in a progression of AI programs for editing or generating text. In fact, the potential for AI undermining both writing skills and motivation to do your own composing has been decades in the making.<\/p>\n

and\u00a0Microsoft Editor<\/a>\u00a0are among the most widely known AI-driven editing tools. Besides correcting spelling and punctuation, they identify grammar issues as well as offer alternative wording.<\/p>\n

AI text-generation developments have included autocomplete for online searches and predictive texting. Enter \u201cWas Rome\u201d into a Google search and you\u2019re given a list of choices like \u201cWas Rome built in a day.\u201d Type \u201cple\u201d into a text message and you\u2019re offered \u201cplease\u201d and \u201cplenty.\u201d These tools inject themselves into our writing endeavors without being invited, incessantly asking us to follow their suggestions.<\/p>\n

Young adults in my surveys appreciated AI assistance with spelling and word completion, but they also spoke of negative effects. One survey participant said that \u201cAt some point, if you depend on a predictive text [program], you\u2019re going to lose your spelling abilities.\u201d Another observed that \u201cSpellcheck and AI software \u2026 can \u2026 be used by people who want to take an easier way out.\u201d<\/p>\n

One respondent mentioned laziness when relying on predictive texting: \u201cIt\u2019s OK when I am feeling particularly lazy.\u201d<\/p>\n

Personal expression diminished<\/strong><\/h4>\n

AI tools can also affect a person\u2019s writing voice. One person in my survey said that with predictive texting, \u201c[I] don\u2019t feel I wrote it.\u201d<\/p>\n

A\u00a0high school student in Britain<\/a>\u00a0echoed the same concern about individual writing style when describing Grammarly: \u201cGrammarly can remove students\u2019 artistic voice. \u2026 Rather than using their own unique style when writing, Grammarly can strip that away from students by suggesting severe changes to their work.\u201d<\/p>\n

In a similar vein, Evan Selinger, a philosopher, worried that predictive texting reduces the power of writing as a form of mental activity and personal expression.<\/p>\n

\u201c[B]y encouraging us not to think too deeply about our words, predictive technology may subtly change how we interact with each other,\u201d\u00a0Selinger wrote<\/a>. \u201c[W]e give others more algorithm and less of ourselves. \u2026 [A]utomation \u2026 can stop us thinking.\u201d<\/p>\n

In literate societies, writing has long been recognized as a\u00a0way to help people think<\/a>. Many people have quoted author\u00a0Flannery O\u2019Connor<\/a>\u2019s comment that \u201cI write because I don\u2019t know what I think until I read what I say.\u201d A host of other accomplished writers, from\u00a0William Faulkner<\/a>\u00a0to\u00a0Joan Didion<\/a>, have also voiced this sentiment. If AI text generation does our writing for us, we diminish opportunities to think out problems for ourselves.<\/p>\n

One eerie consequence of using programs like ChatGPT to generate language is that the text is grammatically perfect. A finished product. It turns out that\u00a0lack of errors<\/a>\u00a0is a sign that AI, not a human, probably wrote the words, since even accomplished writers and editors make mistakes. Human writing is a process. We question what we originally wrote, we rewrite, or sometimes start over entirely.<\/p>\n

Challenges in schools<\/strong><\/h4>\n

When undertaking school writing assignments, ideally there is ongoing dialogue between teacher and student: Discuss what the student wants to write about. Share and comment on initial drafts. Then it\u2019s time for the student to rethink and revise. But this practice often doesn\u2019t happen. Most teachers don\u2019t have time to fill a collaborative editorial \u2013 and educational \u2013 role. Moreover, they might lack interest or the necessary skills, or both.<\/p>\n

Conscientious students sometimes undertake aspects of the process themselves \u2013 as professional authors typically do. But the temptation to lean on editing and text generation tools like Grammarly and ChatGPT makes it all too easy for people to substitute ready-made technology results for opportunities to think and learn.<\/p>\n

Educators are brainstorming\u00a0how to make good use<\/a>\u00a0of AI writing technology. Some point up AI\u2019s potential to kick-start thinking or to collaborate. Before the appearance of ChatGPT, an earlier version of the same underlying program, GPT-3, was licensed by commercial ventures\u00a0such as Sudowrite<\/a>. Users can enter a phrase or sentence and then ask the software to fill in more words, potentially stimulating the human writer\u2019s creative juices.<\/p>\n

A fading sense of ownership<\/strong><\/h4>\n

Yet there\u2019s a slippery slope between collaboration and encroachment. Writer\u00a0Jennifer Lepp admits<\/a>\u00a0that as she increasingly relied on Sudowrite, the resulting text \u201cdidn\u2019t feel like mine anymore. It was very uncomfortable to look back over what I wrote and not really feel connected to the words or ideas.\u201d<\/p>\n

Students are even less likely than seasoned writers to recognize where to draw the line between a writing assist and letting an AI text generator take over their content and style.<\/p>\n

As the technology becomes more powerful and pervasive, I expect schools will strive to teach students about generative AI\u2019s\u00a0pros and cons<\/a>. However, the lure of efficiency can make it hard to resist relying on AI to polish a writing assignment or do much of the writing for you. Spellcheck, grammar check and autocomplete programs have already paved the way.<\/p>\n

Writing as a human process<\/strong><\/h4>\n

I asked ChatGPT whether it was a threat to humans\u2019 motivation to write. The bot\u2019s response:<\/p>\n

\u201cThere will always be a demand for creative, original content that requires the unique perspective and insight of a human writer.\u201d<\/p>\n

It continued: \u201c[W]riting serves many purposes beyond just the creation of content, such as self-expression, communication, and personal growth, which can continue to motivate people to write even if certain types of writing can be automated.\u201d<\/p>\n

I was heartened to find the program seemingly acknowledged its own limitations.<\/p>\n

My hope is that educators and students will as well. The purpose of making writing assignments must be more than submitting work for a grade. Crafting written work should be a journey, not just a destination.<\/p>\n

Author Bio:<\/strong> Naomi S. Baron is Professor of Linguistics Emerita at American University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

When the company\u00a0OpenAI launched\u00a0its new artificial intelligence program, ChatGPT, in late 2022, educators began to worry. ChatGPT could generate text that seemed like a human wrote it. How could teachers detect whether students were using language generated by an AI chatbot to\u00a0cheat\u00a0on a writing assignment? As a\u00a0linguist\u00a0who studies the effects of technology on how people\u00a0read,\u00a0write\u00a0and\u00a0think, […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[434247],"coauthors":[11733],"class_list":["post-66855","post","type-post","status-publish","format-standard","hentry","category-higher-education","tag-chatgpt"],"acf":[],"yoast_head":"\nHow ChatGPT robs students of motivation to write and think for themselves - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/how-chatgpt-robs-students-of-motivation-to-write-and-think-for-themselves\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"How ChatGPT robs students of motivation to write and think for themselves - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"When the company\u00a0OpenAI launched\u00a0its new artificial intelligence program, ChatGPT, in late 2022, educators began to worry. 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