PREreview of Educational Research and AI-Generated Writing: Confronting the Coming Tsunami

Review of Tamara Tate et al, “Educational Research and AI-Generated Writing: Confronting the Coming Tsunami”, EdArXiv, preprint, 10 january 2023.

Keywords: AI, Research, Education.

The article addresses the rapidly growing impact of artificial intelligence (AI), specifically AI-generated writing, on educational research and practice. It tackles both the potential disruptions and opportunities AI presents in academic settings, as well as the ethical and pedagogical challenges that educators must confront. The authors mention discussions about the use of digital technologies in the classroom often fall between two categories: from the radical techno-optimists such as Nicholas Negroponte (Negroponte, 2006) who argue that simply passing out computers will solve all educational problems to the pessimists like Neil Postman (Postman, 2003) who clarified that misinformed uses of technology will rob us of essential human value in education. The authors instead agree with Kranzberg (1986) who argued that “technology is neither good nor bad; nor is it neutral” (p. 545). And Every technology poses both affordances and challenges, and also comes with its own biases.

1. AI in Education: A Double-Edged Sword

· Disruptive Potential: AI technologies, like GPT-based tools, have the power to radically change how academic writing is produced. The paper argues that AI is poised to “disrupt” traditional educational processes, particularly in how students and researchers generate and assess written work.

· Emerging Challenges: Concerns around academic integrity—such as AI-generated plagiarism—are central. There is also a worry that students might over-rely on AI, leading to a decline in critical thinking and writing skills.

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2. Opportunities and Benefits

· Enhancement of Learning: AI can assist students by improving writing efficiency, generating content ideas, and offering real-time feedback. It can also support students with disabilities or learning challenges, making writing more accessible.

· Personalized Learning: AI can tailor educational experiences to individual needs, offering customized assignments and feedback that may improve learning outcomes.

3. Ethical and Pedagogical Responses

· Ethical Concerns: The paper calls for a responsible use of AI in education, urging institutions to develop policies to mitigate risks like plagiarism and misuse. Educators must also teach students how to use AI ethically.

· Changing Assessment Practices: AI’s role in writing may require a shift in assessment methods. Rather than relying solely on written essays, educators may need to incorporate alternative forms of assessment, such as oral exams or collaborative projects, to better gauge student understanding.

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· 4. The Future of AI in Education

· Long-term Trends: The article discusses the future trajectory of AI in academia, predicting that it will become increasingly integrated into teaching and research. However, it stresses that AI should complement, not replace, human creativity and critical thought.

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· Actionable Recommendations: The paper suggests that educators embrace AI while also developing frameworks for identifying AI-generated work. It calls for more research into how AI can be used responsibly in education.

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5. Conclusion

The article concludes by emphasizing that AI is both a challenge and an opportunity in educational research. While it has the potential to transform academic writing, educators must navigate its ethical and pedagogical implications carefully to ensure that it enhances rather than undermines educational goals.

Competing interests

The author declares that they have no competing interests.

Competing interests

The author declares that they have no competing interests.