PAIGE: A generative AI-based framework for promoting assignment integrity in higher education

Shakib Sadat Shanto; Zishan Ahmed; Akinul Islam Jony; Shakib Sadat Shanto; Zishan Ahmed; Akinul Islam Jony

doi:10.3934/steme.2023018

STEM Education

2023, Volume 3, Issue 4: 288-305. doi: 10.3934/steme.2023018

Previous Article Next Article

Special Issues

PAIGE: A generative AI-based framework for promoting assignment integrity in higher education

Department of Computer Science, American International University-Bangladesh (AIUB), Dhaka, Bangladesh

Academic Editor: Tasadduq Imam

Received: 26 October 2023 Revised: 23 November 2023 Accepted: 17 December 2023 Published: 26 December 2023

The integration of Generative Artificial Intelligence (GAI) tools like ChatGPT, Google Bard, and Bing Chat in higher education shows excellent potential for transformation. However, this integration also raises issues in maintaining academic integrity and preventing plagiarism. In this study, we investigate and analyze practical approaches for efficiently harnessing the potential of GAI while simultaneously ensuring the preservation of assignment integrity. Despite the potential to expedite the learning process and improve accessibility, concerns regarding academic misconduct highlight the necessity for the implementation of novel GAI frameworks for higher education. To effectively tackle these challenges, we propose a conceptual framework, PAIGE (Promoting Assignment Integrity using Generative AI in Education). This framework emphasizes the ethical integration of GAI, promotes active student interaction, and cultivates opportunities for peer learning experiences. Higher education institutions can effectively utilize the PAIGE framework to leverage the promise of GAI while ensuring the preservation of assignment integrity. This approach paves the way for a responsible and thriving future in Generative AI-driven education.
- generative AI,
- ChatGPT,
- Google Bard,
- Bing Chat,
- higher education,
- assignment integrity
Citation: Shakib Sadat Shanto, Zishan Ahmed, Akinul Islam Jony. PAIGE: A generative AI-based framework for promoting assignment integrity in higher education[J]. STEM Education, 2023, 3(4): 288-305. doi: 10.3934/steme.2023018

Related Papers:

Abstract

The integration of Generative Artificial Intelligence (GAI) tools like ChatGPT, Google Bard, and Bing Chat in higher education shows excellent potential for transformation. However, this integration also raises issues in maintaining academic integrity and preventing plagiarism. In this study, we investigate and analyze practical approaches for efficiently harnessing the potential of GAI while simultaneously ensuring the preservation of assignment integrity. Despite the potential to expedite the learning process and improve accessibility, concerns regarding academic misconduct highlight the necessity for the implementation of novel GAI frameworks for higher education. To effectively tackle these challenges, we propose a conceptual framework, PAIGE (Promoting Assignment Integrity using Generative AI in Education). This framework emphasizes the ethical integration of GAI, promotes active student interaction, and cultivates opportunities for peer learning experiences. Higher education institutions can effectively utilize the PAIGE framework to leverage the promise of GAI while ensuring the preservation of assignment integrity. This approach paves the way for a responsible and thriving future in Generative AI-driven education.

References

[1]	Rahaman, M.S., Ahsan, M.M., Anjum, N., Rahman, M.M. and Rahman, M.N., The AI Race Is On! Google's Bard and Openai's Chatgpt Head to Head: An Opinion Article. SSRN Electronic Journal, 2023. https://doi.org/10.2139/ssrn.4351785 doi: 10.2139/ssrn.4351785
[2]	Teubner, T., Flath, C.M., Weinhardt, C., van der Aalst, W. and Hinz, O., Welcome to the Era of ChatGPT et al. the prospects of large language models. Business & Information Systems Engineering, 2023, 65(2): 95–101. https://doi.org/10.1007/s12599-023-00795-x doi: 10.1007/s12599-023-00795-x
[3]	Gilson, A., Safranek, C.W., Huang, T., Socrates, V., Chi, L., Taylor, R.A., et al., How Does ChatGPT Perform on the United States Medical Licensing Examination? The Implications of Large Language Models for Medical Education and Knowledge Assessment. JMIR Medical Education, 2023, 9(1): e45312. https://doi.org/10.2196/45312 doi: 10.2196/45312
[4]	Chan, C.K.Y. and Tsi, L.H.Y., The AI Revolution in Education: Will AI Replace or Assist Teachers in Higher Education? arXiv preprint arXiv: 2305.01185, 2023.
[5]	Dergaa, I., Chamari, K., Zmijewski, P. and Saad, H.B., From Human Writing to Artificial Intelligence Generated Text: Examining the Prospects and Potential Threats of ChatGPT in Academic Writing. Biology of Sport, 2013, 40(2): 615–622. https://doi.org/10.5114/biolsport.2023.125623 doi: 10.5114/biolsport.2023.125623
[6]	Haleem, A., Javaid, M. and Singh, R.P., An Era of ChatGPT as a Significant Futuristic Support Tool: A Study on Features, Abilities, and Challenges. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 2023, 2(4): 100089. https://doi.org/10.1016/j.tbench.2023.100089 doi: 10.1016/j.tbench.2023.100089
[7]	Chan, C.K.Y., Is AI Changing the Rules of Academic Misconduct? An In-Depth Look at Students' Perceptions of 'AI-Giarism.' arXiv preprint arXiv: 2306.03358, 2023.
[8]	Frosio, G., The Artificial Creatives: The Rise of Combinatorial Creativity from Dall-E to GPT-3. Handbook of Artificial Intelligence at Work: Interconnections and Policy Implications (Edward Elgar, Forthcoming), 2023. https://doi.org/10.2139/ssrn.4350802 doi: 10.2139/ssrn.4350802
[9]	Meskó, B. and Topol, E.J., The Imperative for Regulatory Oversight of Large Language Models (or Generative AI) in Healthcare. Npj Digital Medicine, 2023, 6(1): 1–6. https://doi.org/10.1038/s41746-023-00873-0 doi: 10.1038/s41746-023-00873-0
[10]	Ahmad, N., Murugesan, S. and Kshetri, N., Generative Artificial Intelligence and the Education Sector. Computer, 2023, 56(6): 72–76. https://doi.org/10.1109/mc.2023.3263576 doi: 10.1109/mc.2023.3263576
[11]	Murugesan, S. and Cherukuri, A.K., The Rise of Generative Artificial Intelligence and Its Impact on Education: The Promises and Perils. Computer, 2023, 56(5): 116–121. https://doi.org/10.1109/mc.2023.3253292 doi: 10.1109/mc.2023.3253292
[12]	Baidoo-Anu, D. and Ansah, L.O., Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 2023, 7(1): 52–62. https://doi.org/10.61969/jai.1337500 doi: 10.61969/jai.1337500
[13]	Lodge, J.M., Thompson, K. and Corrin, L., Mapping out a Research Agenda for Generative Artificial Intelligence in Tertiary Education. Australasian Journal of Educational Technology, 2023, 39(1): 1–8. https://doi.org/10.14742/ajet.8695 doi: 10.14742/ajet.8695
[14]	Lim, W.M., Gunasekara, A., Pallant, J.L., Pallant, J.I. and Pechenkina, E., Generative AI and the Future of Education: Ragnarök or Reformation? A Paradoxical Perspective from Management Educators. The International Journal of Management Education, 2023, 21(2): 100790. https://doi.org/10.1016/j.ijme.2023.100790 doi: 10.1016/j.ijme.2023.100790
[15]	Eysenbach, G., The Role of ChatGPT, Generative Language Models and Artificial Intelligence in Medical Education: A Conversation with ChatGPT - and a Call for Papers (Preprint). JMIR Medical Education, 2023, 9(1): e46885. https://doi.org/10.2196/46885 doi: 10.2196/46885
[16]	Su, J. and Yang, W., Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education. ECNU Review of Education, 2023, 6(3): 209653112311684. https://doi.org/10.1177/20965311231168423 doi: 10.1177/20965311231168423
[17]	Cooper, G., Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence. Journal of Science Education and Technology, 2023, 32(3): 444–452. https://doi.org/10.1007/s10956-023-10039-y doi: 10.1007/s10956-023-10039-y
[18]	Chan, C.K.Y. and Lee, K.K.W., The AI Generation Gap: Are Gen Z Students More Interested in Adopting Generative AI such as ChatGPT in Teaching and Learning than Their Gen X and Millennial Generation Teachers? arXiv Preprint arXiv: 2305.02878, 2023.
[19]	Gupte, T., Watts, F.M., Schmidt-McCormack, J.A., Zaimi, I., Gere, A.R. and Shultz, G.V., Students' Meaningful Learning Experiences from Participating in Organic Chemistry Writing-To-Learn Activities. Chemistry Education Research and Practice, 2021, 22(2): 396–414. https://doi.org/10.1039/D0RP00266F doi: 10.1039/D0RP00266F
[20]	Lim, J. and Polio, C., Multimodal Assignments in Higher Education: Implications for Multimodal Writing Tasks for L2 Writers. Journal of Second Language Writing, 2020, 47: 100713. https://doi.org/10.1016/j.jslw.2020.100713 doi: 10.1016/j.jslw.2020.100713
[21]	Tavares, D., Lopes, A.I., Castro, C., Maia, G., Leite, L. and Quintas, M., The Intersection of Artificial Intelligence, Telemedicine, and Neurophysiology. Handbook of Research on Instructional Technologies in Health Education and Allied Disciplines, 2023,130–152. https://doi.org/10.4018/978-1-6684-7164-7.ch006 doi: 10.4018/978-1-6684-7164-7.ch006
[22]	Dao, X.Q., Performance Comparison of Large Language Models on VNHSGE English Dataset: OpenAI ChatGPT, Microsoft Bing Chat, and Google Bard. arXiv Preprint arXiv: 2307.02288, 2023.
[23]	Rahaman, M.S., Ahsan, M.M.T., Anjum, N., Terano, H.J.R. and Rahman, M.M., From ChatGPT-3 to GPT-4: A Significant Advancement in AI-Driven NLP Tools. Journal of Engineering and Emerging Technologies, 2023, 2(1): 1–11. https://doi.org/10.52631/jeet.v1i1.188 doi: 10.52631/jeet.v1i1.188
[24]	Ray, P.P., Web3: A Comprehensive Review on Background, Technologies, Applications, Zero-Trust Architectures, Challenges and Future Directions. Internet of Things and Cyber-Physical Systems, 2023. https://doi.org/10.1016/j.iotcps.2023.05.003 doi: 10.1016/j.iotcps.2023.05.003
[25]	Mondal, S., Das, S. and Vrana, V.G., How to Bell the Cat? A Theoretical Review of Generative Artificial Intelligence towards Digital Disruption in All Walks of Life. Technologies, 2023, 11(2): 44. https://doi.org/10.3390/technologies11020044 doi: 10.3390/technologies11020044
[26]	Chen, L., Chen, P. and Lin, Z., Artificial Intelligence in Education: A Review. IEEE Access, 2020, 8: 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510 doi: 10.1109/ACCESS.2020.2988510
[27]	Kumar, P., Chauhan, S. and Awasthi, L.K., Artificial Intelligence in Healthcare: Review, Ethics, Trust Challenges & Future Research Directions. Engineering Applications of Artificial Intelligence, 2023,120: 105894. https://doi.org/10.1016/j.engappai.2023.105894 doi: 10.1016/j.engappai.2023.105894
[28]	Zastudil, C., Rogalska, M., Kapp, C., Vaughn, J. and MacNeil, S., Generative AI in Computing Education: Perspectives of Students and Instructors. arXiv preprint arXiv: 2308.04309, 2023.
[29]	Jony, A.I., Rahman, M.S. and Islam, Y.M., ICT in Higher Education: Wiki-Based Reflection to Promote Deeper Thinking Levels. International Journal of Modern Education and Computer Science, 2017, 9(4): 43–49. https://doi.org/10.5815/ijmecs.2017.04.05 doi: 10.5815/ijmecs.2017.04.05
[30]	Alasadi, E.A. and Baiz, C.A., Generative AI in Education and Research: Opportunities, Concerns, and Solutions. Journal of Chemical Education, 2023,100(8): 2965–2971. https://doi.org/10.1021/acs.jchemed.3c00323 doi: 10.1021/acs.jchemed.3c00323
[31]	Macfarlane, B., Zhang, J. and Pun, A., Academic Integrity: A Review of the Literature. Studies in Higher Education, 2012, 39(2): 339–358. https://doi.org/10.1080/03075079.2012.709495 doi: 10.1080/03075079.2012.709495
[32]	Dalalah, D. and Dalalah, O.M.A., The False Positives and False Negatives of Generative AI Detection Tools in Education and Academic Research: The Case of ChatGPT. The International Journal of Management Education, 2023, 21(2): 100822. https://doi.org/10.1016/j.ijme.2023.100822 doi: 10.1016/j.ijme.2023.100822
[33]	Chaudhry, I.S., Sarwary, S.A.M., EI Refae, G.A. and Chabchoub, H., Time to Revisit Existing Student's Performance Evaluation Approach in Higher Education Sector in a New Era of ChatGPT — A Case Study. Cogent Education, 2023, 10(1): 2210461. https://doi.org/10.1080/2331186x.2023.2210461 doi: 10.1080/2331186x.2023.2210461
[34]	Humphry T. and Fuller, A.L., Potential ChatGPT Use in Undergraduate Chemistry Laboratories. Journal of Chemical Education, 2023,100: 1434–1436. https://doi.org/10.1021/acs.jchemed.3c00006 doi: 10.1021/acs.jchemed.3c00006
[35]	Konecki, M., Konecki, M. and Biškupić, I., Using Artificial Intelligence in Higher Education. Proceedings of the 15th International Conference on Computer Supported Education, 2023. https://doi.org/10.5220/0012039700003470 doi: 10.5220/0012039700003470
[36]	Dai, Y., Liu, A. and Lim, C.P., Reconceptualizing ChatGPT and generative AI as a student-driven innovation in higher education. 2023.
[37]	Dwivedi, Y.K., Kshetri, N., Hughes, L., Slade, E.L., Jeyaraj, A., Kar, A.K., et al., "So What If ChatGPT Wrote It?" Multidisciplinary Perspectives on Opportunities, Challenges and Implications of Generative Conversational AI for Research, Practice and Policy. International Journal of Information Management, 2023, 71: 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642 doi: 10.1016/j.ijinfomgt.2023.102642
[38]	Wach, K., Doanh, D.C., Ejdys, J., Kazlauskaitė, R., Korzynski, P., Mazurek, G., et al., The Dark Side of Generative Artificial Intelligence: A Critical Analysis of Controversies and Risks of ChatGPT. Entrepreneurial Business and Economics Review, 2023, 11(2): 7–30. https://doi.org/10.15678/eber.2023.110201 doi: 10.15678/eber.2023.110201
[39]	Ferrara, E., Should ChatGPT Be Biased? Challenges and Risks of Bias in Large Language Models. arXiv preprint arXiv: 2304.03738, 2023.

Author's biography Shakib Sadat Shanto is an undergraduate currently studying Bachelor of Science in Computer Science and Engineering at American International University-Bangladesh. He is extremely passionate about AI and Data Science domain. His current research interests include AI, Educational Technology, Natural Language Processing and Cybersecurity; Zishan Ahmed is an enthusiastic undergraduate pursuing a Bachelor of Science in Computer Science and Engineering. He is captivated by the potential of data to alter the world we live in. In data science, natural language processing, and machine learning, he sees the greatest potential for innovation and influence. His knack for mathematics and programming has been refined throughout his academic career. He is well-versed in programming languages and is always keen to acquire new tools and technologies. His current research interests include AI, Educational Technology, Natural Language Processing, and computer vision; Dr. Akinul Islam Jony is currently working as an Associate Professor of Computer Science at American International University-Bangladesh. His current research interests include AI, machine learning, e-Learning, educational technology, cybersecurity, and issues in software engineering

Reader Comments

Your name:*

Email:*
© 2023 the Author(s), licensee AIMS Press. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0)