ChatGPT: The Challenges It Presents for Writing Assignments

This paper critically analyzes the potential impact of ChatGPT, a creative artificial intelligence tool, on learning and teaching, focusing on its impact on using writing assignments as a means of assessing knowledge. The paper examines the challenges this tool presents to learners and teachers in v...

Full description

Saved in:
Bibliographic Details
Published in:TechTrends 2024-07, Vol.68 (4), p.705-710
Main Author: Meishar-Tal, Hagit
Format: Article
Language:English
Subjects:
21st Century Skills
Artificial intelligence
Chatbots
Data processing
Education
Educational Technology
Impact analysis
Information Processing
Learning and Instruction
Learning Processes
Original Paper
Support systems
Teachers
Teaching Methods
Writing
Writing Ability
Writing Assignments
Writing Instruction
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper critically analyzes the potential impact of ChatGPT, a creative artificial intelligence tool, on learning and teaching, focusing on its impact on using writing assignments as a means of assessing knowledge. The paper examines the challenges this tool presents to learners and teachers in various aspects, including writing as a means of constructing knowledge, designing writing assignments, and assessing ChatGPT-assisted writing tasks. The paper examines the challenges posed by ChatGPT for writing from three different aspects: the role of ChatGPT as a learning support tool, the consequences of using ChatGPT for acquiring 21st-century skills, and challenges regarding the evaluation of the learners. The analysis indicates that ChatGPT might serve as a performance support system rather than a learning support tool. It also argued that incorporating ChatGPT into the learning process requires a significant degree of critical thinking from both students and teachers. It is crucial that they utilize this tool with the primary objective of enriching their thinking and writing abilities rather than seeking to circumvent the cognitive information processing mechanisms as a shortcut to produce writing products.
ISSN:8756-3894
1559-7075
DOI:10.1007/s11528-024-00972-z