Generative AI, Academic Integrity, and Introductory American Government: Can We Rebuild What You Destroy?
By Charles C. Turner, Audrey B. Thao & Ginny Adorador, California State University, Chico
Generative Artificial Intelligence (GAI) is ubiquitous and instructors need to know about various approaches to address it. This article asks: can political science instructors develop assignments that reduce inappropriate use of GAI, while encouraging appropriate use and student learning? We examine responses to 16 low-stakes assignments across two semesters, with prompts altered in the second semester to adapt for GAI. After coding responses based on likelihood of inappropriate GAI use, means are compared to identify more and less successful adaptations. This research should aid political science educators seeking positive uses of emerging technology while pointing out pitfalls to avoid.
The Journal of Political Science Education is an intellectually rigorous, path-breaking, agenda-setting journal that publishes the highest quality scholarship on teaching and pedagogical issues in political science. The journal aims to represent the full range of questions, issues and approaches regarding political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, graduate education, and curriculum development.
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