Since its launch in late 2022, ChatGPT and other generative Artificial Intelligence products are fundamentally changing how students interact with learning materials and projects. There is a fear that Large Language Models (LLMs) and other market-ready AI tools are reducing the challenges of a learning environment, threatening the cumulative critical thinking skills of upcoming generations. 

ChatGPT in the classroom

The situation only got worse as the spring semester of 2023 came to a conclusion with forums around social media lambasting teachers for accusing students of using generative AI to complete their academic work. The irony was not lost on the situation either as many of these teachers relied on AI-detecting bots to identify content that had been generated by AI. 

However, the issue is creating a bigger problem than students using LLMs to produce their work. It is creating a tear in the educational fabric between teacher and student, distracting both participants from the larger dynamic at play: classrooms are evolving because of AI. 

Alternative solutions to comprehension 

Instead of finding new ways to detect generative content and risking valuable trust created by both parties, it is better to develop new methods for students to prove comprehension that removes blame and provides robust knowledge. 

A clear solution to this problem would be to have students give a verbal defense of their content, requiring them to explain the details of the content in front of the classroom. By putting the student in front of their peers and teacher, they are unable to lean on generative AI as a crutch. 

At this moment, students will have to recall information that they’ve studied without the assistance of notecards or a prepared speech. While students can still practice for this assignment in the days before, they are unable to create materials to aid them during their presentation. 

Adaptations and grading techniques

Adaptations to this technique can be taken a step further by observing students take notes to form questions that are asked at the end of the presentation. This will force students to engage with curiosity on the subject, relying on their ability to improvise responses based on the subject matter.

From this presentation, teachers will be able to better assess whether a student is over-relying on generative AI technology when creating project materials. There are a number of factors that teachers can weigh when observing a student’s project beginning with their ability to present information in an accurate and comprehensible manner, followed by their ability to respond to additional questioning from peers gives teachers key insights into a student’s learning behavior. 

AI is evolving the classroom

When we look at the problem of students using AI in the classroom, we can’t pit the battle between students and teachers as enemies like we’re beginning to see. Proper learning and enlightenment can’t occur when student-teacher relations stand on a weak footing, but we can’t ignore the fact that products like ChatGPT will be used to take shortcuts. 

Instead of waging accusatory fights in the classroom, teachers need to focus on alternative ways that students can display their understanding of new concepts because AI is a tool that will not disappear; and, just like a calculator, there are ways of integrating new technology into the classroom without harming the student’s ability to learn.