Shaping Integrity: Why Generative Artificial Intelligence Does Not Have to Undermine Education

Myles Joshua Toledo Tan, University of Florida Health

Date

10/2024

Publisher

arXiv

Link

http://arxiv.org/pdf/2407.19088v2

This paper examines the role of generative artificial intelligence (GAI) in promoting academic integrity within educational settings. It explores how AI can be ethically integrated into classrooms to enhance learning experiences, foster intrinsic motivation, and support voluntary behavior change among students. By analyzing established ethical frameworks and educational theories such as deontological ethics, consequentialism, constructivist learning, and Self-Determination Theory (SDT), the paper argues that GAI, when used responsibly, can enhance digital literacy, encourage genuine knowledge construction, and uphold ethical standards in education. This research highlights the potential of GAI to create enriching, personalized learning environments that prepare students to navigate the complexities of the modern world ethically and effectively.

Study at a glance

Question: How can generative artificial intelligence be integrated into education to support rather than undermine academic integrity?
Setting and data: Not stated in the paper
Method: Conceptual analysis integrating ethical frameworks and educational learning theories

Why it matters

The rapid integration of generative artificial intelligence in education raises ethical concerns about cheating and plagiarism, challenging traditional assessment methods and testing how schools can uphold academic integrity.

Key findings

Generative artificial intelligence can support constructivist learning by enabling active knowledge construction through interactive simulations, collaborative tasks, and personalized, immediate feedback.
Aligning generative artificial intelligence with Self-Determination Theory can satisfy student needs for autonomy, competence, and relatedness, fostering intrinsic motivation that reduces temptations to cheat.
Applying deontological and consequentialist ethical frameworks along with digital literacy instruction can guide students toward responsible, transparent, and honest artificial intelligence use.

Summary drafted with AI from the full paper and may contain errors. See the full paper for details.

What is the application?

Teaching – Instructional Materials,

Teaching – Assessment and Feedback,

Learning – Student Support,

Communicating / Social Tools,

Analyzing

Who is the user?

Student,

Educator

Who age?

High School (9-12),