A recent classroom experiment conducted by Will Teague, an assistant professor of history, revealed a troubling trend in academic integrity among students. Teague, who has spent over a decade teaching at various institutions, found that approximately 39% of submissions in his freshman-level course contained work generated by artificial intelligence, specifically ChatGPT. This alarming statistic has raised concerns about the impact of AI on education and the ability of students to engage meaningfully with their studies.
Since the introduction of generative AI tools, educators have faced challenges in detecting and addressing cheating. Traditional plagiarism detectors have struggled to identify AI-generated content effectively. To explore this issue further, Teague implemented a unique strategy inspired by the concept of a “Trojan horse.” He discreetly embedded hidden prompts within assignment instructions, designed to be invisible to students but visible to AI.
In an assignment centered around Douglas Egerton‘s book, *Gabriel’s Rebellion*, which recounts the failed rebellion of enslaved people in 1800, Teague asked students to provide summary points. Out of 122 papers submitted, the Trojan horse method identified 33 as AI-generated. Following this revelation, an additional 14 students confessed to using AI tools, resulting in a total of nearly 39% of submissions being at least partially written by AI.
Teague expressed disappointment in the results and addressed the ethical implications of cheating on a paper concerning a historical struggle for freedom. Students were reminded that the enslaved individuals in the narrative fought for the very right to read and write, making their actions particularly disheartening. While some students were apologetic, others challenged the accusations, believing they had produced quality writing.
This situation has sparked a broader conversation within the academic community about the role of AI in education. The American Historical Association has suggested that banning generative AI is not a sustainable solution and instead advocates for developing AI literacy among students. Some educators propose assigning AI-generated essays for analysis, encouraging students to critically assess the content.
Yet, Teague questions the effectiveness of such an approach, highlighting a fundamental issue: many students lack the foundational knowledge to analyze AI-generated essays meaningfully. As an example, his hidden prompt asked students to write from a Marxist perspective—a concept unfamiliar to many. Students struggled to articulate what Marxism entailed, further indicating gaps in their understanding.
The inconsistency in AI policy across educational institutions complicates matters further. While some colleges are developing standards, others remain uncertain, leading to varying degrees of awareness among students regarding academic integrity. Teague recognizes that while some students may knowingly cheat, others may genuinely misunderstand the implications of their actions.
The educator finds himself grappling with the larger implications of AI in the classroom. He contemplates whether traditional methods of teaching, such as using paper and pen, might mitigate the issue. Yet, he remains committed to his role as a teacher rather than an enforcer.
Ultimately, Teague opted not to impose penalties for academic dishonesty among his students. Instead, he assigned an essay by Patrick Lin, a professor at Cal Poly, discussing the advantages and disadvantages of AI use. This second assignment also included hidden prompts, leading to further engagement from students. Out of the 47 students who participated, 36 submitted responses, with only one using AI again, while some chose to drop the course.
Reflecting on the challenges posed by AI, Teague emphasizes that students must not surrender their ability to think critically and express themselves authentically. He warns that reliance on AI as a shortcut to success undermines the very essence of learning and personal growth.
In a closing remark, Teague draws parallels between literacy and freedom, underscoring the historical struggles for education. He urges students to recognize the value of their ability to read, write, and think independently—a privilege that many have fought for throughout history. As the academic community continues to navigate the complexities of AI in education, the importance of fostering genuine learning remains paramount.
