UBCO Study Finds Students Use AI Responsibly to Support Learning Over Grades

UBCO Study Finds Students Use AI Ethically to Support Their Learning

New research from the University of British Columbia Okanagan (UBCO) reveals that students are using artificial intelligence (AI) tools responsibly, focusing on enhancing their learning rather than solely improving grades. This challenges common concerns around AI misuse in academic settings.

Assistant professor Meaghan MacNutt, who teaches professional ethics at UBCO, explains that AI tools like ChatGPT offer significant potential to support student learning by interacting with large language models. However, there are fears these tools could be misused in completing writing assignments, posing risks to academic integrity and the personal growth that comes from drafting and revising work independently.

Study Details and Key Findings

Nearly 400 students from three different courses participated anonymously in a survey about their AI use across at least five reflective writing assignments. All courses shared the same AI usage policy, allowing students to choose whether or not to use AI tools.

• Only about one-third of students reported using AI for their assignments.
• Among AI users, 81% said their motivation included at least one of these factors: speeding up the assignment, aiming for higher grades, or a desire to learn.
• About 15% were motivated by all three factors, while over half used AI primarily to save time.
• Most students used AI to start their papers or revise sections; only 0.3% of assignments were mostly written by AI.

These results suggest students are selective and thoughtful in their AI use, emphasizing learning over just grades. This counters the widespread assumption that undergraduates prioritize grades at the expense of genuine learning.

Implications and Equity Concerns

The study also highlights a potential equity issue: as AI platforms improve, students who can afford paid versions might gain an advantage, creating disparities in learning opportunities.

MacNutt stresses the importance of recognizing that students come from diverse backgrounds and experience AI tools differently. This calls for careful consideration in policy development and teaching approaches regarding AI use.

UBC provides guidance to both students and faculty about the benefits and risks of AI. However, policies on AI use in courses remain at the discretion of individual instructors.

Why This Matters for Educators and Writers

This study offers valuable insight for educators and writers interested in responsible AI integration. It shows that students are capable of ethical AI use that supports learning when given clear policies and options.

Understanding student motivations and behaviors around AI can help shape fair, effective guidelines and teaching methods. It also encourages the development of equitable access to AI tools, ensuring no student is left behind.

For those looking to deepen their practical knowledge of AI and its applications in education and writing, exploring courses on topics like ChatGPT or prompt engineering can provide useful skills and insights.