By Yiren Kong, Ph.D.
Postdoctoral Associate
yiren.kong@stonybrook.edu

You have probably heard the word ChatGPT thrown around recently. It is the new trending artificial intelligence (AI) tool that can do a lot of things. One of the most well known features of ChatGPT is to produce content based on the prompt you give to it. As an example, I asked ChatGPT to write a poem about Stony Brook University and here is what it composed:

Beneath the sun and sky so blue,
Stands Stony Brook, a sight to see.
Where knowledge grows, and dreams take flight,
A place where students shine so bright.

With halls of learning, and fields of green,
A place where one’s true self is seen.
Where diversity and inclusivity thrive,
And the future is shaped by those who arrive.

From science to arts, and engineering too,
Stony Brook has something for me and you.
With professors who inspire and guide,
And opportunities that cannot be denied.

A place of growth, and a place of pride,
Stony Brook is where we reside.
With memories made and friendships true,
Stony Brook, we’ll always carry you.

Pretty impressive, right? So what is ChatGPT exactly? ChatGPT is an AI Chatbot developed by the company OpenAI. It was released in November 2022. GPT stands for Generative Pre-training Transformer. Essentially, ChatGPT is a large language model (LLM) which relies on the probability distribution of word sequences. Simply put, ChatGPT is trained with a large amount of text inputs, as explained in this video. It summarizes, predicts, and generates new information based on the information that was given. It is smart enough to not use nonsensical or grammatically incorrect word sequences (due to low probability) and instead to produce content that is more human-like. 

ChatGPT is indeed a critical step forward for AI and technology. However, what does it mean for higher education? Is it easier for students to cheat on assignments and exams now? I believe a lot of us are worried about the impact of ChatGPT and AI on education. 

A recent study published by professor Christian Terwiesch at the University of Pennsylvania Wharton School documented how well GPT-3, an earlier version of ChatGPT, could do in the final exam for one of the courses in the school’s MBA program. It turned out that GPT-3 performed pretty well on certain questions and not so well on others. Surprisingly, GPT-3 made mistakes on simple calculations while perfectly answering more complex questions such as those on process analysis. In the meantime, GPT-3 showed the ability to learn and adapt. Once GPT-3 was given more hints by the instructors, it was able to rectify the once incorrect answers. In the end, GPT-3 was able to receive a B to B- grade on this exam.

Surely, there is a sense of uncertainty and fear when we face something that seems so shiny and powerful. But do educators need to panic yet? In my honest opinion, probably not. As we have learned so far, ChatGPT relies heavily on learned information. It can produce “original” content but that does not equal “original” thoughts. If we grow more mindful towards the assignments and exams that we design, asking questions that elicit more meaningful and sophisticated answers, it will be very difficult for ChatGPT or AI in general (in its current form) to follow. Meanwhile, the anti-cheating AI technology to detect what is created by AI is also developing and that will greatly help combat the misuse of technology like ChatGPT. In addition, having more learning activities that require personal communication (i.e., presentations, group work) will also offset the potential negative effects on learning that may be brought by AI technology. 

On the other hand, the power of ChatGPT can also be used by instructors in various ways to enhance their teaching strategies. For example, ChatGPT can answer straightforward questions about basic course requirements for the instructors so they have more time to answer content questions. In other instances, instructors can use ChatGPT to generate prompts for classroom activities or use it with students to brainstorm. 

So-called new technologies can push us to reassess what we are doing and why. For example, there is an interesting quote by Socrates in the Phaedrus (274b-277a). Plato mentioned that his teacher once said, “[writing] will implant forgetfulness in their souls. They will cease to exercise memory because they rely on that which is written, calling things to remembrance no longer from within themselves, but by means of external marks.” But today, writing has become a routine and indispensable part of our life and helps us in numerous different ways. Similarly, let’s take a deep breath and take some time to truly understand what ChatGPT and AI means to us. After all, the most important thing is how we, the human beings, ultimately choose to harness the power of ChatGPT and AI. 

Do you want to find out more? Do you have ideas for how to embrace or deter the use of ChatGPT as part of your teaching practice? Sign up for the CELT panel discussion: Trends and Tips: Assessment in the Classroom. Email CELT@StonyBrook.edu to sign up for our listserv and get the latest updates about this and more!