Challenges, Benefits and Recommendations for Using Generative Artificial Intelligence in Academic Writing - A Case of ChatGPT
Costa K, Ntsobi PM* and Mfolo L
Global Centre for Academic Research and Sci-Bono Discovery Centre, South Africa
*Corresponding Author: Ntsobi PM, Global Centre for Academic Research and Sci-Bono Discovery Centre, South Africa.
Published: October 16, 2024
Abstract
The advent of ChatGPT and other generative artificial intelligence (GAI) tools has sparked significant discourse in academic writing, raising both opportunities and challenges. This study examines the impact of ChatGPT on academic writing, particularly in higher education, with a focus on South Africa but extending a global perspective. The primary concerns revolve around the accuracy of AI-generated content and ethical issues like plagiarism, which threaten academic integrity. The problem statement identifies the core issue as the ethical and effective integration of ChatGPT in academic writing, affecting students, faculty, and researchers who utilize these tools. The purpose of this research is to critically analyze the challenges and benefits of using ChatGPT in academic writing and to develop recommendations for its ethical and effective use. Utilizing a systematic review methodology with a mapping review design, the study synthesizes literature from 22 countries, providing a broad understanding of the global perspective on GAI tools in academia.
The findings reveal that while ChatGPT can significantly enhance productivity, improve language support for non-native English speakers, and provide immediate feedback, it also poses risks related to plagiarism, accuracy, and over-reliance on AI. Ethical concerns are paramount, with the need for transparent disclosure of AI use, proper attribution, and policies to prevent misuse. To address these issues, the study proposes the OTHA (Openness, Transparency, Honesty, and Accountability) Framework. This framework aims to guide the ethical integration of ChatGPT by fostering a collaborative approach, ensuring transparency in AI use, promoting ethical training, and establishing accountability mechanisms. The study recommends comprehensive policies, targeted training, equitable access to AI tools, and regular monitoring and evaluation to ensure responsible AI use in academic settings. By implementing these recommendations, educational institutions can leverage the benefits of ChatGPT while maintaining academic integrity and promoting inclusive educational practices.
Keywords: Academic Writing; Artificial Intelligence; ChatGPT; Education Policy; Generative AI; Higher Education
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