蘇格蘭學生是否正在利用人工智慧作弊獲得學位？

In recent times, the use of artificial intelligence, commonly known as AI, has become a significant topic of discussion among students and educators in Scotland. A report revealed that more than 600 students were accused of misusing AI during their studies last year, marking a staggering 121% increase compared to the previous year. This alarming trend has raised questions about the ethical implications of using AI in academic settings. Despite the high number of accusations, only a handful of students faced expulsion from their universities, specifically Robert Gordon and Glasgow universities. This was a notable moment as it marked the first recorded instances of AI-related expulsions in Scottish universities. The central issue at hand is determining when the use of online resources transitions from being a helpful study aid to outright cheating. As generative AI tools like Chat GPT become increasingly integrated into students' daily lives, Scottish universities are grappling with this dilemma. Dylan Walch, an education advisor at the University of Edinburgh's Students' Association, noted that there has been a noticeable rise in inquiries from both students and staff regarding the appropriate use of AI. Many students who are already utilizing AI seek guidance to ensure they are adhering to academic integrity. While some students have been caught misusing AI, the consequences vary depending on the severity of the case. In less serious instances, a discussion with a lecturer may result in a minor deduction of marks. However, in more severe cases, students may be subjected to a formal interview in front of a panel, which can be quite intimidating. The potential loss of marks can range from 10 to 50, depending on the circumstances. With a student population of approximately 292,240 in Scotland, the overall figures for AI misuse remain relatively low. However, academics are concerned about the challenges this poses to maintaining fairness in the grading process. Professor Sian Bayne, who is leading research on AI usage in higher education at the University of Edinburgh, emphasized the complexity of the debate surrounding AI in academia. One of the primary concerns is the potential for misconduct and cheating in assessments, particularly when students use AI to generate essays and coursework. Professor Bayne expressed her worry that students may increasingly rely on AI for cognitive offloading, opting to input complex texts into AI systems rather than engaging with the material themselves. Currently, only two universities in Scotland, Robert Gordon and Abertay, have implemented dedicated software to detect AI misuse. However, other institutions are experiencing higher rates of misuse, with Stirling University reporting the highest number of cases at 262 in the past year. Some universities are considering investing in generative AI detection software to address this issue. While lecturers are generally adept at identifying work produced by AI, Professor Bayne cautioned that as technology continues to evolve, it may become more challenging to distinguish between human and AI-generated content. To combat potential misconduct, she suggested that universities explore alternative assessment methods, such as incorporating multimedia elements like images, audio, and video, as well as oral assessments and in-person exams. This approach aims to create a more robust framework for evaluating student performance. Students themselves have varying opinions on the use of AI in their studies. Many view AI as a valuable tool that enhances their learning experience, while others express concerns about its accuracy. A group of students from the University of Edinburgh shared their perspectives with BBC Scotland News. George Karabassis, a 26-year-old master's student, explained that he utilizes AI for translation purposes, as English is not his first language. He described how he can copy and paste phrases into AI and ask for simpler explanations to aid his understanding. Akrit Ghimire, an 18-year-old student, mentioned that many of his peers use AI to assist with their studies, often prompting it to explain concepts in simpler terms. However, some students, like Hannah Dong, a 20-year-old law student, have encountered inaccuracies in AI-generated content. She noted that while searching for legal cases, she sometimes finds that the cases do not exist or that AI fails to provide sufficient context. The group of students expressed a desire for clearer guidelines from their institutions regarding the use of AI to ensure a level playing field for all. In less than three years, generative AI has transformed the conversation surrounding technology and education, but the ongoing debate about how to effectively manage its use in academic work continues.