An Analysis of AI-generated laboratory reports across the chemistry curriculum and student perceptions of ChatGPT
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High Resolution Image Download MS PowerPoint Slide AI technologies are rapidly pervading many areas of our world. AI-driven text generators such as ChatGPT are at the forefront of this due to their simplicity and accessibility. Their influence on higher education is already being observed, and perceptions among faculty and students vary widely. We have undertaken a cross-curriculum study of ChatGPT’s ability to generate laboratory reports. AI-generated reports from general, organic, analytical, physical, inorganic, and biochemistry courses were graded as if they were student reports and analyzed for grade distributions and common strengths and weaknesses. To further gauge ChatGPT’s current impact, we surveyed all students in our Spring 2023 laboratory courses regarding their awareness and use of ChatGPT. We have also laid out suggestions, guidance, and considerations for instructors who wish to prohibit ChatGPT use by their students as well as for those who wish to begin incorporating this new, powerful tool into their teaching.
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Written laboratory reports have significant vulnerabilities in the AI era.
“However, written laboratory reports have significant vulnerabilities in the AI era [6].”
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- Authors
- West, J. K., Franz, J. L., Hein, S. M., Leverentz-Culp, H. R., Mauser, J. F., Ruff, E. F., & Zemke, J. M.
- Affiliations
- Winona State University (US)
- Department of Chemistry, Winona State University, 175 W Mark St., Winona, Minnesota 55987, United States
- Corresponding author
- West, Joseph K.
- ORCID
- Venue
- Journal of Chemical Education
- Publisher
- American Chemical Society (ACS)
- Published
- 2023-10-19
- Volume
- 100
- Issue
- 11
- Pages
- 4351-4359
- ISSN
- 0021-9584 (ISSN-L)
- 1938-1328
- OpenAlex
- W4387776988
- Cited by
- 79
- References
- 69
- Citations by year
- 2026: 22 · 2025: 22 · 2024: 34 · 2023: 1
- FWCI
- 18.51
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Journal of Chemical Education (publishedVersion, cc-by-nc-nd)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Chemistry › Physical and Theoretical Chemistry › Various Chemistry Research Topics
- Keywords
- ChatGPT, chemistry education, student perceptions of AI, generative AI in higher education, chemistry curriculum
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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