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At De Montfort University in Leicester, academics have been equipped with the skills to identify signs of artificial intelligence (AI) in students’ work. The university is navigating the challenge of encouraging the ethical use of AI by students while also preventing them from gaining an unfair advantage. Dr Abiodun Egbetokun, an associate professor at the university, acknowledges the increasing difficulty in detecting AI misuse, as the technology continues to evolve and improve.
Recognizing the importance of educating students about AI, Shushma Patel, the pro vice-chancellor for artificial intelligence at DMU, emphasized the need for critical thinking when utilizing AI tools. The university’s policy allows students to leverage AI to enhance their thinking and fill in gaps in their understanding, as long as they demonstrate how they have used it. Any attempt to pass off AI-generated material as their own or fabricate references is considered misconduct and can lead to disciplinary action.
Brett Koenig, an associate head of education at DMU, highlighted the challenge of identifying wrongful AI use but noted that specific markers, such as repetitive language or Americanisms, can help flag potential misuse. Despite the university’s encouragement for AI application, there are concerns about the accuracy of AI detection software. Dr. Ruth McKie, a senior lecturer at DMU, underscored the necessity of reframing conversations around AI use in higher education and avoiding assumptions of cheating when students employ AI to aid their learning process.
Yassim Hijji, an engineering student at DMU, shared his positive experience of using AI to improve his understanding of complex English terms. Similarly, nursing students Jodie Hurt and Lucy Harrigan acknowledged the value of AI in their field, emphasizing the importance of responsible and reliable use. While technology can be a helpful tool, both students emphasized the need for integrity and genuine effort in academic work, highlighting the role of AI as a supplement rather than a replacement for genuine learning
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