Are our schools prepared for AI cheating?

BY AMARI SUKHDEO

A Turkish student has been arrested for using an innovative cheating scheme during a university entrance exam. He used artificial intelligence to cheat and authorities did not take it lightly at all. The student was arrested, and it has sparked conversations about the increasing reliance students have on AI technologies, such as ChatGPT, and posing significant challenges for educators.

The student’s behaviour raised suspicion during the exam in Isparta, leading authorities to discover an elaborate cheating device. A video was released by the police that revealed the students’ cunning setup: a small camera disguised as a shirt button, connected to ChatGPT-4 via a router concealed in the student’s shoe. The AI-generated answers were then transmitted to the student through an earpiece. This incident marks a new level of foreseeing brilliance into academic dishonesty.

This case exemplifies a broader issue in education. As generative AI becomes more prevalent, educators must tackle the challenge of teaching essential skills that can now be taught by AI. Jane Rosenzweig, Director of the Harvard Writing Center, aptly questions, “To what problem is ChatGPT the solution?” This query highlights the difficulty in determining the true educational value of AI tools. Rosenzweig points out that learning to write is not merely about producing written artifacts; it involves developing critical thinking and expressive skills that AI cannot replicate.

The extensive usage of AI, such as ChatGPT, has frustrated educators. They see students direct their assignments to technology, making traditional educational exercises appear worthless. Despite these frustrations, AI cannot be overlooked. One contributor wrote, “Just because I think there is a solid case that ChatGPT (and its ilk) have little to no productive role when it comes to learning to write doesn’t mean it can be ignored.”

Educators are now challenged to approach assignments and assessments in a different way. Authentic assignments that engage students are crucial, but they are not sufficient on their own. As another commentator argued, “We must make students write, but if we make them write, we have to provide experiences which are linked to learning.” This means creating meaningful learning experiences that go beyond mere academic exercises and truly engage students in the learning process; processes that AI technology is not able to replicate.

The Turkish student’s arrest is a reminder to educators and society of the evolving landscape of education in the new age of AI. It highlights the need for educators to adapt and find new ways to ensure that students are genuinely learning and not just finding clever ways to cheat. As technology continues to advance, the core question remains: How do we help students learn in a meaningful and authentic way?