Home > Published Issues > 2024 > Volume 10, Number 2, 2024 >
IJLT 2024 Vol.10(2): 250-254
doi: 10.18178/ijlt.10.2.250-254

Assessing Students Amidst the Challenge of ChatGPT

Michael H. Wang 1,* and Meihua Lee 2
1. Faculty of Engineering, University of Windsor, Windsor, ON, Canada
2. Department of Communication & Technology, National Yang Ming Chiao Tung University, Hsin Chu City, Taiwan, China
Email: wang5@uwindsor.ca (M.H.W.); jenniferlee@nycu.edu.tw (M.L.)
*Corresponding author

Manuscript received July 19, 2023; revised October 19, 2023; accepted October 30, 2023; published March 29, 2024.

Abstract—Recently, the rapid advancement of AI hardware and tools has led to the widespread adoption of natural language transformers like OpenAI’s ChatGPT, Google Bard, Bing AI, and others in various business sectors. Nevertheless, for the academic community, these AI tools present both opportunities and threats. Like their counterparts in the business and industrial sectors, academics can leverage these AI tools for coding, idea/concept generation, planning, and other applications, benefiting from their global usage.  However, the academic community also harbors concerns regarding the potential impact on academic integrity, as students may be tempted to rely on these tools to complete their essays, assignments, and exams without putting in their own efforts. In this article, we will present the authors’  approach and findings in dealing with these AI tools while evaluating students’  performance with  two university student groups: engineering (Canadian) and communication technology (Taiwanese). We have identified key guidelines to deter students from directly copying answers provided by AI tools like ChatGPT. However, it is important to recognize that this approach will be an ongoing process, as AI tools continuously learn and adapt to  new cases.  
Keywords—Artificial Intelligence (AI), student assessment, ChatGPT
Cite: Michael H. Wang and Meihua Lee, "Assessing Students Amidst the Challenge of ChatGPT," International Journal of Learning and Teaching, Vol. 10, No. 2, pp. 250-254, 2024.

Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.