By Irina Tzoneva, instructor, faculty of applied community studies, Douglas College
As part of the BCcampus research fellows program, I am looking at the use of generative AI tools related to academic integrity, with a focus on how university students use these tools in their academic writing. My research also explores if instructors can distinguish between student-written and AI-assisted text, and what are their perceptions are of AI-generated texts and student-written texts.
I am interested in this topic because generative AI tools are rapidly transforming the way students approach learning and, thus, raising important questions about creativity and integrity. It is important for educators to understand how students use these tools and whether they enhance students’ learning or encourage academic dishonesty.
Considering that writing is both a unique and structured process, with common stages that most writers go through, I strongly believe that we need to take a holistic approach to this topic. For example, some of the questions I am looking at include:
- What types of assignments and projects do students use generative AI for?
- Do they use generative AI tools to brainstorm topic ideas for an assignment?
- Do they rely on them for conducting a literature review and mapping connections between related studies?
- Do they use generative AI tools to refine grammar and generate text?
- Do they use these tools when experiencing a cognitively demanding task?
- Do students see AI as a learning aid or a shortcut?
- How do they balance AI’s convenience with academic integrity?
By examining both practical usage and students’ personal attitudes, this research aims to contribute to discussions on responsible AI use in higher education and the need to incorporate AI literacy into the university course curricula. As Albert Einstein once said, “The measure of intelligence is the ability to change,” and encouraging critical thinking skills in learning environments using AI is crucial for preparing students for the future.