A new study from the University of East Anglia showed that artificial intelligence articles are still unable to compete with the work of the students themselves, in terms of quality and depth.
Although the articles produced by “Chatgpt” showed an impressive linguistic cohesion, they lacked the decisive human element of personal touch and originality.
With the continued development of artificial intelligence techniques and the increased difficulty of distinguishing human writing and mechanism, this study emphasizes the urgent need to enhance critical reading skills and moral awareness in the digital age.
The researchers hope that these results will help teachers around the world discover cases of academic fraud by identifying automatically born articles.
The research team conducted an accurate analysis of two sets of articles, the first included 145 articles written by university students, and the second included the same number of articles produced by Chatgpt.
The analysis was particularly focused on what the researchers called “signs of interaction”, such as rhetorical questions and personal comments.
The results showed that human articles were distinguished by a rich diversity in interaction strategies with the reader, which made them more convincing and influential.
On the contrary, the articles born automatically appeared more abstract, far from the personal context, as I lacked the ability to adopt a clear position, or give a personal character to the text.
The researchers attribute these differences to the nature of the data on which artificial intelligence has been trained, which focuses on achieving linguistic cohesion at the expense of the nuances of dialogue and expression.
However, the study does not exclude the role of artificial intelligence in the educational process, but rather stresses the need to use it as an aid in education, rather than considering it a quick solution.
The researchers pointed out that the education of students is not limited to writing skills only, but also includes developing the ability to think about critical and creative, which are no skills that no algorithm can simulate or replace it.
This study provides valuable visions of educators and educational policies who seek to keep pace with the challenges imposed by artificial intelligence in the academic field.
