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Cited by 57Artificial Intelligence in EducationAcademic integrity and plagiarismArtificial Intelligence in Healthcare and Education

Exploring ChatGPT’s impact on post-secondary education: A qualitative study

Open access
Rajabi, Parsa, Taghipour, Parnian, Cukierman, Diana, Doleck, Tenzin·2023·Proceedings of the 25th Western Canadian Conference on Computing Education
DOI 10.1145/3593342.3593360
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Abstract

As Chat Generative Pre-trained Transformer (ChatGPT) gains traction, its impact on post-secondary education is increasingly being debated. This qualitative study explores the perception of students and faculty members at a research university in Canada regarding ChatGPT’s use in a post-secondary setting, focusing on how it could be incorporated and what ways instructors can respond to this technology. We present the summary of a discussion that took place in a two-hour focus group session with 40 participants from the computer science and engineering departments, and highlight issues surrounding plagiarism, assessment methods, and the appropriate use of ChatGPT. Findings suggest that students are likely to use ChatGPT, but there is a need for specific guidelines, more classroom assessments, and mandatory reporting of ChatGPT use. The study contributes to the emergent research on ChatGPT in higher education and emphasizes the importance of proactively addressing challenges and opportunities associated with ChatGPT adoption and use.

Integrity signals

Registry

Crossref · 10.1145/3593342.3593360

Cites

Statistics

Nothing to recompute.

Claims the paper makes

0 of 12 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    Participants acknowledged that ChatGPT has benefits for students' learning.

    “while participants acknowledged the benefits of ChatGPT for students' learning, they also emphasized that inappropriate use of the tool could have negative effects.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.
  • Findingown data

    Focus group participants believed that ChatGPT would inevitably be used by students in post-secondary courses, regardless of whether instructors chose to integrate it.

    “there was consensus that the chatbot would inevitably be used by students in courses, regardless if course instructors choose to integrate or not.”
    • Also stated in: § 4.1 Incorporating ChatGPT in courses · boosted
      “The majority of groups acknowledged that educators in post-secondary would inevitably have to face the reality of having the AI chatbot in their course or assignments.”
    • Also stated in: § 4.1 Incorporating ChatGPT in courses · plain
      “Groups G1 and G3 respectively argue that”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.
  • Findingown data

    The question of how to identify students who used ChatGPT was a common theme across all groups.

    “The idea of how to identify students who have used ChatGPT was a common theme amongst all groups.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.
  • Findingown data

    The study's results show mixed perceptions among students and faculty about ChatGPT use in postsecondary settings.

    “The results of this study indicate that both students and faculty members have mixed perceptions about ChatGPT's usage in a postsecondary setting.”
    Quote in the paperSubstantial claim
  • Findingown data

    Participants seemed not to know about the university's recently published syllabus guidelines.

    “the participants appeared to have been unaware of the syllabi guidelines that the university had recently published [1].”
    Quote in the paperNot a substantial claim
  • Classified as probably not a substantial claim. 73
  • May combine two claims. 38
  • The quote only partly states this claim. 3

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims. The quote only partly states this claim.

    Findingown data

    Participants described ChatGPT as an advanced search engine that facilitates learning.

    “ChatGPT could be described as an”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Participants indicated that course instructors should report their own ChatGPT usage in assignments.

    “Discussion on RQ3 indicated that course instructors should report their ChatGPT usage in assignments and develop better plagiarism detection tools.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Participants emphasized that inappropriate use of ChatGPT could have negative effects.

    “while participants acknowledged the benefits of ChatGPT for students' learning, they also emphasized that inappropriate use of the tool could have negative effects.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Participants indicated that better plagiarism detection tools should be developed.

    “Discussion on RQ3 indicated that course instructors should report their ChatGPT usage in assignments and develop better plagiarism detection tools.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Some groups compared the current discussion about ChatGPT to the introduction of Google in the 1990s.

    “Some groups drew similarities between the current conversation on ChatGPT and the introduction of Google in the 1990s (G1, G2, G4, G6).”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Classified as probably not a substantial claim.

    Findingown data

    Participants suggested adding more in-class and synchronous elements to counter misuse of ChatGPT in assignments.

    “participants suggested more in-class and synchronous elements to combat the misuse of ChatGPT in assignments.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Participants suggested that teaching effective ChatGPT use could be a way to incorporate it into classrooms.

    “teaching how to use ChatGPT effectively could be a way to incorporate it within the classrooms.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    G3 noted that some students will likely use ChatGPT's answers without thinking, which could slow their learning progress.

    “G3 highlighted that”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Participants cautioned that ChatGPT users must recognize its limitations, including wrong or biased answers, and check its responses.

    “Participants warned that ChatGPT users must be aware of the tool's limitations, such as potential incorrect or biased responses and stressed on the importance of fact-checking the chatbot's responses.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    G2 said much of ChatGPT's usefulness depends on how well a user supplies search keywords.

    “G2's response,”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing). The quote only partly states this claim.

    Findingown data

    Participants considered using ChatGPT to be cheating.

    “According to G1,”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Classified as probably not a substantial claim. May combine two claims.

    Findingown data

    Participants in later RQ1 discussion said ChatGPT could facilitate learning, generate assessment ideas, find and fix code errors, and help with tasks not needing critical thinking.

    “Future discussion on RQ1 indicated that ChatGPT could be used to facilitate learning, initiate ideas for assessments, identify and patch code mistakes, and serve as an aid for tasks that do not require critical thinking.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Despite disagreement, all groups said ChatGPT will change student assessment and academics should try to understand its impact to adapt courses.

    “Despite the lack of consensus, all groups did indicate that ChatGPT will change how students are assessed and academics should make an effort to understand its impact to better adapt post-secondary courses.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).

    Findingreasoning

    Another group said ChatGPT could isolate students because they would stop communicating with instructors to solve problems.

    “another group presented a new perspective that using ChatGPT could introduce”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Participants believed ChatGPT could be biased or poisoned by its pre-trained data, reducing its credibility and validity as an educational tool.

    “According to G4, ChatGPT could also be”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    Faculty members involved in the discussions and subsequent conversations expressed interest in the outcomes.

    “The faculty members involved in the discussions and subsequent conversations expressed interest in the outcomes.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Many participants found the topic very interesting and wanted more sessions on it.

    “many participants found the topic to be highly interesting and expressed a desire for additional sessions related to it.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Participants identified potential uses of ChatGPT including initiating assignment ideas, finding and fixing code mistakes, and completing tasks whose accuracy can be verified.

    “Potential use-cases of ChatGPT include initiating ideas for assignment, finding and fixing code mistakes and completing tasks where one can verify its accuracy (G2, G3, G5).”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing). May combine two claims.

    Findingown data

    Another group suggested ChatGPT could mark assignments and exams to speed up grading and give learners more detailed feedback.

    “another group proposed that ChatGPT could be used for marking assignments and exams to both expedite the process and provide more detailed feedback to the learners (G6).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Findingnone given

    The focus group activity itself proved beneficial.

    “In addition to sharing the results with the computer science education community, the focus group activity itself has proven to be beneficial.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Participants proposed that instructors could require students to provide a report on how they used ChatGPT in assignments.

    “Interestingly, the same group also proposed that instructors could include a requirement in their assignments for students to provide a report on how they used ChatGPT.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Participants noted that developing AI-based plagiarism tools could produce false positives, reducing the system's validity and credibility.

    “however, developing AI-based plagiarism tools could pose false-positives results and thus, reducing the system's validity and credibility.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing), S4 (based). May combine two claims.

    Findingnone given

    Participants considered ChatGPT useful for generating something from nothing but not for building on existing concepts.

    “is”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    G6 worried ChatGPT might detract from the learning process.

    “G6 raised a similar concern that”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    G1 argued that knowing the right prompt to find an answer amounts to knowing the subject.

    “G1 argued that”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    Groups said universities or instructors must set clear acceptable-use guidelines to prevent academic dishonesty.

    “groups indicated that clear guidelines on acceptable usage must be established by the university or course instructors to avoid academic dishonesty.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).

    Findingown data

    Participants argued that as long as the final exam is in-person and closed-book, ChatGPT use is free reign.

    “Building on that idea, G2 argued that”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Classified as probably not a substantial claim. May combine two claims.

    Findingown data

    For RQ2, results suggest more synchronous elements like in-class assignments and quizzes may control ChatGPT use and boost attendance and engagement.

    “Next for RQ2, results suggest that adding more synchronous elements such as in-class assignments and quizzes may regulate ChatGPT usage, encourage student attendance and engagement.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Participants noted that take-home assignments would reduce pressure but at the cost of students possibly using ChatGPT to complete them.

    “Take-home assignments would reduce this pressure, but at the cost of students possibly using ChatGPT to complete them (G1).”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Participants believed in-class assignments provide a controlled environment where ChatGPT cannot be used.

    “G1 noted that”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    G6 said overusing ChatGPT prevents learning and blocks employment.

    “G6 did indicate that”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Groups offered ideas for evaluating students and ensuring proper ChatGPT use, including requiring usage reports and better plagiarism detection.

    “Groups presented various ideas for evaluating students and ensuring adequate ChatGPT usage (RQ3), such as requiring students to report their ChatGPT usage in assignments and developing better plagiarism detection tools.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    G1 observed that students once concentrated on recalling specific material, but now they remember how to search Google and use tools like ChatGPT.

    “G1 mentioned that in the past, students focused on recalling specific previously learned material, but now, they are remembering associations with how to search on Google and utilize tools such as ChatGPT.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    G2 held that ChatGPT should be excluded from exam creation because it could create a mismatch between classroom instruction and exam content.

    “G2 insisted that Chat-GPT should be kept”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Participants advised that students should not immediately accept ChatGPT answers and that fact-checking is an important caveat.

    “G3 also advised that”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • May combine two claims.

    Findingown data

    Though groups disagreed on how instructors should assess students and ensure adequate ChatGPT use, most raised detection, instructor use for evaluations, and communication of usage.

    “Although there was no agreement on how instructors should assess students and ensure ChatGPT usage is adequate, most groups raised important topics such as: 1) how ChatGPT can be detected, 2) whether course instructors should use the tool for evaluations and 3) communication of ChatGPT usage by students and instructors.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Participants stressed that students should still learn the general mechanics of a concept, while educators should acknowledge ChatGPT's presence and make appropriate changes to accommodate it.

    “This group also stressed that”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Participants suggested using quizzes built on assignments to ensure consistency.

    “while G2 suggested using quizzes built on the assignments to ensure consistency.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Participants proposed designing creative take-home assignments that ChatGPT would struggle to solve or developing in-person closed-book written quizzes.

    “G6 proposed designing creative take-home assignments that would be difficult for ChatGPT to solve or developing in-person closedbook written quizzes.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Participants noted that ChatGPT can provide incorrect or misleading information, which poses a challenge for incorporating it into assignments.

    “G6 stresses that the AI chatbot is known to provide incorrect or misleading information which could introduce another challenge for incorporating it into assignments.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Participants believed better plagiarism detection tools could help detect people who use ChatGPT.

    “Furthermore, according to this group, better plagiarism detection tools could help with”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Participants noted that ChatGPT outputs could be biased or differ depending on whether users employ it only for niche tasks or integrate it into their life and classroom.

    “G2 also emphasized that the chatbot”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Participants indicated that quizzes in computer science can be inadequate for assessing or developing programming skills.

    “However, G6 also indicated that”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Participants acknowledged that ChatGPT can help reduce writing blocks and argued that educators should embrace it and adapt course elements accordingly.

    “Conversely, G3 acknowledged that,”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).

    Findingown data

    Participants believed that if faculty members add constraints, more students would be pushed to use ChatGPT within their assignments.

    “however, if faculty members add constraints, it would push more students to use ChatGPT within their assignments.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Participants argued that in-class assignments are essentially exams and that too many could increase academic pressure to attend classes and perform in a time-restricted environment.

    “On the contrary, G1 argued that”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).

    Interpretationreasoning

    Student assessment can adapt based on the level of ChatGPT usage within an assignment.

    “In this approach, student assessment can adapt based on the level of Chat-GPT usage within the assignment.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductnone given

    All participants were informed about the study and consented to have their data included.

    “All participants were informed about the study and consented to have their data included.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisereasoning

    The authors are not aware of studies reported in the context of focus group discussions on ChatGPT and higher education.

    “Due to the novelty of this topic, there are limited peer-reviewed journal articles on ChatGPT and higher education, in particular, we are not aware of studies reported in the context of focus group discussions.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    ChatGPT gives students exceptional academic support but also raises serious concerns about academic integrity and its educational role.

    “The conversational AI tool provides students an unprecedented level of academic support, however, this also raises great concerns about academic integrity and its role within students' education.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Participants' perceptions of ChatGPT's potential benefits and risks reflect its actual effects on student learning and job preparedness.

  • Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).

    Interpretationreasoning

    Using ChatGPT for marking would free the teaching team to spend more time helping students close learning gaps identified by assessments.

    “By doing so, the teaching team could spend more time working with students to bridge the learning gap as identified by the assessment results.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    The study acknowledges that not every discussion item was captured by the notetaker.

    “Due to the dynamic nature of group discussions, we acknowledge that not every discussion item was captured, but the notetaker summarized the discussions for each question and included the relevant information for the study.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Premisenone given

    There are limited studies that include a focus group on ChatGPT's impact with undergraduate and graduate students alongside faculty members.

    “Despite the early research on ChatGPT and post-secondary environment, there are limited studies done that include a focus group on ChatGPT's impact with the participation of undergraduate and graduate students alongside faculty members.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    The study received approval from the university's ethics office.

    “With approval from the university's ethics office, the study adopted a focus group method to gather the thoughts and opinions of participants.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationown data

    Students may be less ready for jobs because heavy ChatGPT reliance during education left them without necessary skills.

    “This suggests that students could possibly be less prepared for future job opportunities as they heavily relied on using ChatGPT throughout their education and thus, they were unable to learn the necessary skills for their future jobs.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Participants' perceptions of ChatGPT's potential benefits and risks reflect its actual effects on student learning and job preparedness.

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationnone given

    Moving to in-class activities could raise academic pressure and cut learning opportunities outside class.

    “Nevertheless, shifting to in-class activities could also increase academic pressure on students and reduce learning opportunities outside the classroom.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    Using ChatGPT or TAs for marking assignments and exams would give educators more time to teach and close learning gaps.

    “The discussion on RQ3 also raised the topic of how ChatGPT could be used by instructors or TA for marking assignments and exams.Doing so will provide more time for educators to focus on teaching and bridging learning gaps.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims. The quote only partly states this claim.

    Study design and conductown data

    The first and second authors independently analyzed the responses and then met to discuss discrepancies and reach consensus on major findings.

    “The coders then independently analyzed the responses, identifying themes for each question using Thematic analysis [9].Afterwards, they met to discuss any discrepancies and arrived at a consensus for the major findings.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [9] source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Premisecitation

    ChatGPT's impact on education has the potential to be transformative.

    “Regardless of the potential challenges and uncertainties, Chat-GPT's impact on education has the potential to be transformative [17].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [17]

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).

    Interpretationreasoning

    This group suggests ChatGPT lets students find answers easily without talking to the instructor.

    “This group seems to suggest that using ChatGPT would allow students to easily find the answers to their problems without engaging in a conversation with the instructor.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Premisecitation

    ChatGPT's ability to generate human-like responses can offer an unprecedented level of support for students.

    “ChatGPT's ability to generate human-like responses can offer an unprecedented level of support for students.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [22]

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    The use of chatbots like ChatGPT can increase efficiency and improve quality of work but also presents significant challenges to minimizing plagiarism.

    “While the use of such chatbots can increase efficiency and improve the quality of work, it also presents significant challenges to minimizing plagiarism [32].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [32] source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationown data

    Focusing on more in-class assignments and quizzes could give instructors better control over students' access to ChatGPT.

    “By focusing on more in-class assignments and quizzes, instructors could better control students' access to ChatGPT.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationreasoning

    ChatGPT can improve learning by building on existing knowledge and helping with research.

    “On one hand, ChatGPT can enhance learning by building on existing knowledge and assisting with research.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Participants' perceptions of ChatGPT's potential benefits and risks reflect its actual effects on student learning and job preparedness.

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    A student's skill with ChatGPT appears linked to what they take away from learning.

    “The idea of how well a student can use this tool seems to be related to their learning takeaways.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Premisecitation

    The technology can be a pivoting point for higher education, particularly in student assignments and assessments.

    “The technology can be a pivoting point for higher education, particularly in the realm of student assignments and assessments [30].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [30] source

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Interpretationown data

    Without clear guidelines on what constitutes academic dishonesty, incorporating ChatGPT into post-secondary courses could be problematic.

    “Both questions illustrate that without clear guidelines as to what constitutes academic dishonesty, incorporating ChatGPT into post-secondary courses could be troublesome.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The notetaker summaries accurately reflect the focus group discussions.

  • May combine two claims.

    Interpretationreasoning

    Depending on ChatGPT could weaken critical thinking, hands-on practice, and instructor communication, possibly reducing learning progress and harming job readiness.

    “On the other hand, relying on ChatGPT could hinder critical thinking, hands-on practice, and communication with instructors, potentially leading to reduced learning progress and a negative impact on job preparedness.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Participants' perceptions of ChatGPT's potential benefits and risks reflect its actual effects on student learning and job preparedness.

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    The unprecedented level of support from ChatGPT raises concerns about academic integrity and the role of course instructors.

    “Nonetheless, this unprecedented level of support also raises concerns about academic integrity and the role of course instructors [26].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [26] source

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Interpretationown data

    Students cannot fully exploit ChatGPT without knowing the subject or topic.

    “Specifically, without knowing the subject or topic at hand, students would not be able to use ChatGPT's full potential.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    Less communication could cost instructors an informal way to assess student learning.

    “By reducing this communication channel, instructors could potentially lose an informal way to gauge students' learning.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    ChatGPT's ability to provide personalized feedback and support can improve the quality of education and enhance the learning experience.

    “Its ability to provide personalized feedback and support for students can improve the quality of education and enhance the learning experience [11].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [11] source

      Not checked in the free run.

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    As students increasingly turn to ChatGPT for support in completing assignments, instructors face uncertainty regarding how to approach this new technology.

    “As students increasingly turn to ChatGPT for support in completing their assignments, instructors face uncertainty regarding how to approach this new technology [23].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [23]

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Most published literature suggests that ChatGPT could pose a challenge to various aspects of post-secondary education, such as academic integrity, ethical considerations, and student assessments outside the classroom.

    “While these studies are ongoing, most published literature suggest that this AI chatbot could pose a challenge to various aspects of post-secondary education, such as academic integrity, ethical considerations, and student assessments outside the classroom [11,30,32].”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites [11] source

      Not checked in the free run.

    • cites [30] source

      Not checked in the free run.

    • cites [32] source

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    These groups imply ChatGPT builds on existing student knowledge, so using it could support learning further.

    “In other words, these groups suggest that ChatGPT is building on the students' existing knowledge and therefore, using it could further aid in their learning.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationreasoning

    These groups suggest ChatGPT's convenience could lead students to quickly use its answers for assignments, undermining critical thinking and hands-on practice instructors wanted.

    “These groups seem to suggest that the convenience of ChatGPT could cause students to promptly use the chatbot's answer for their assignments, which would take away from the critical thinking and hands-on practice that instructors were hoping students would engage in.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    Session time limits may have reduced the depth of discussion and documentation.

    “Second, the time constraints of the session may have impacted the depth of discussion and documentation.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    Because the topic is complex, some relevant aspects may not have been covered in the available time.

    “Given the complexity of the topic, it is possible that not all relevant aspects were covered within this limited time frame.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    Using one volunteer notetaker per group may have caused some discussion points to be missed, especially in lengthy conversations.

    “Lastly, the reliance on a single volunteer notetaker/group might have resulted in the omission of some discussion points, specifically for questions that sparked extensive conversation.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductown data

    Most attendees were graduate students (24), with fewer faculty (6).

    “a majority of the attendees were graduate students (N=24), with a smaller number of faculty members (N=6).”
    Quote in the paperNot a substantial claim
80 of 80

  • The paper relies on this without support.

    The notetaker summaries accurately reflect the focus group discussions.

    “Due to the dynamic nature of group discussions, we acknowledge that not every discussion item was captured, but the notetaker summarized the discussions for each question and included the relevant information for the study.”

  • The paper relies on this without support.

    The focus group setting allowed participants to speak freely and honestly.

    “This study stands out by providing a platform for participants to engage in an informal discussion in a respectful, inclusive, and safe environment.”

  • The paper relies on this without support.

    Participants' perceptions of ChatGPT's potential benefits and risks reflect its actual effects on student learning and job preparedness.

    “On one hand, ChatGPT can enhance learning by building on existing knowledge and assisting with research.”
3 of 3

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Rajabi et al. [289] study exploring views of students and faculty members regarding ChatGPT's use found that the absence of guidelines from the university and instructors on what would determine misuse of ChatGPT was a recurring theme.

    “In a study by Rajabi et al. [289] that explored the views of students and faculty members regarding ChatGPT's use, the absence of guidelines from the university and instructors on what would determine misuse of ChatGPT was a recurring theme.”

    From Navigating the Ethical and Societal Impacts of Generative AI in Higher Computing Education (2025) · cites this paper as [289]

  • Three papers report interviews with students and instructors finding no consensus about the use of LLMs in higher education, its benefits or risks, but general awareness of the problem of academic integrity.

    “Three other papers report on interviews with students and instructors about their experiences with, and attitudes towards LLMs [121,164,198], finding that there is no consensus about the use of LLMs in higher education, its benefits or risks, but there is general awareness of the problem of academic integrity in the light of LLMs being used by students.”

    From The Robots Are Here: Navigating the Generative AI Revolution in Computing Education (2023) · cites this paper as [164]

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • University guidelines citation points to a chatbot overview

    Minor

    The discussion cites reference 1 for university syllabi guidelines, but that entry is a general overview of chatbot technology, not the guidelines described.

  • Chegg citation points to a different reference

    Minor

    The text cites reference 8 for Chegg, but reference 8 is an article on thematic analysis. Chegg appears as reference 7.

  • Graduate participant count differs between sections

    Minor

    The participant breakdown lists 21 graduate students, but the limitations section reports 24. Both describe the attendees at the same session.

3 of 3

The citation lists haven’t been fetched yet

References 25 · Cited by 57

Research works printed but not linked: 1

  1. 10.31234/osf.io · DOI

Authors
Rajabi, P., Taghipour, P., Cukierman, D., & Doleck, T.
Affiliations
Simon Fraser University (CA)
ORCID
Venue
Proceedings of the 25th Western Canadian Conference on Computing Education
Publisher
ACM
Published
2023-05-04
Pages
1-6
DOI
10.1145/3593342.3593360
OpenAlex
W4384834865
Cited by
57
References
25
Citations by year
2026: 9 · 2025: 19 · 2024: 26 · 2023: 3
FWCI
14.66
Type
conference paper
Language
en
Open access
Licence
www.acm.org/publications/policies/copyright_policy#Background (vor)
Locations
  • Western Canadian Conference on Computing Education (publishedVersion)
  • Summit (Simon Fraser University) (submittedVersion)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Social Sciences › Safety Research › Academic integrity and plagiarism
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
Keywords
ChatGPT, generative AI in education, postsecondary education, student perceptions, teacher perceptions, plagiarism, assessment methods, AI use guidelines, higher education

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.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-06.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-06.

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.

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