Sage Journals: Discover world-class research

Abstract

Introduction

The proliferation and accessibility of generative artificial intelligence (AI) have led to strong reactions across the academia.

Statement of the Problem

Teachers can adapt to the availability of AI by integrating disclosure statements about its use into courses, which may promote student learning.

Literature Review

Suggestions to include AI disclosure statements from academia and industry align with several of the major goals of the APA Guidelines for the Undergraduate Major 3.0.

Teaching Implications

Incorporating use of AI disclosure statements may support students’ achievement of APA learning outcomes. These statements ask students to disclose their use of AI and consist of the AI “Model” used, the exact “Input” provided, and a description of how the student “Evaluated” the content (“MInE”). Disclosures are advantageous over other methods because of their flexibility and straightforwardness.

Conclusion

When students use AI and disclose their usage, they may learn to communicate ethically and clearly, employ their knowledge of psychology to fact-check output, and develop the skill of disclosure, which is becoming more popular in academic and other professional settings.

Keywords

artificial intelligence ‌disclosure statement career skills ethics psychology learning outcomes‌writing skills

Get full access to this article

View all access options for this article.

References

Adams

Chuah

K. M.

(2022). Artificial intelligence-based tools in research writing: Current trends and future potentials. In Churi

P. P.

Joshi

Elhoseny

Omrane

(Eds.), Artificial intelligence in higher education: A practical approach (pp. 169–184). CRC Press.

Addy

J. M.

(2020). The art of the real: Fact checking as information literacy instruction. Reference Services Review, 48(1), 19–31. https://doi.org/10.1108/RSR-09-2019-0067

Adeshola

Adepoju

A. P.

(2023). The opportunities and challenges of ChatGPT in education. Interactive Learning Environments, 1–14. https://doi.org/10.1080/10494820.2023.2253858

Adobe. (2024, June 11). Content credentials in Adobe Firefly. https://helpx.adobe.com/firefly/using/content-credentials.html .

AI Disclosure Act of 2023, H.R. 3831, 118th Congress. (2023). https://www.congress.gov/bill/118th-congress/house-bill/3831 .

American Psychological Association. (2023a). APA guidelines for the undergraduate psychology major: Version 3.0. https://www.apa.org/about/policy/undergraduate-psychology-major .

American Psychological Association. (2023b). APA publishing policies. https://www.apa.org/pubs/journals/resources/publishing-policies .

Andrews

(2023, August 29). Emerging best practices for disclosing AI-generated content. Kontent.ai. https://kontent.ai/blog/emerging-best-practices-for-disclosing-ai-generated-content/ .

Bearman

Ryan

Ajjawi

(2023). Discourses of artificial intelligence in higher education: A critical literature review. Higher Education, 86(2), 369–385. https://doi.org/10.1007/s10734-022-00937-2

10.

Bisra

Liu

Nesbit

J. C.

Salimi

Winne

P. H.

(2018). Inducing self-explanation: A meta-analysis. Educational Psychology Review, 30, 703–725. https://doi.org/10.1007/s10648-018-9434-x

11.

Bonsón

Bednárová

Perea

(2023). Disclosures about algorithmic decision making in the corporate reports of Western European companies. International Journal of Accounting Information Systems, 48, 100596. https://doi.org/10.1016/j.accinf.2022.100596

12.

Burger

Kanbach

D. K.

Kraus

Breier

Corvello

(2023). On the use of AI-based tools like ChatGPT to support management research. European Journal of Innovation Management, 26(7), 233–241. https://doi.org/10.1108/EJIM-02-2023-0156

13.

Collins

Brown

J. S.

Holum

(1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6–11. https://www.aft.org/ae/winter1991/collins_brown_holum

14.

Cotton

D. R.

Cotton

P. A.

Shipway

J. R.

(2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148

15.

Danao

(2023, April 20). 11 essential soft skills in 2024 (with examples). Forbes Advisor. https://www.forbes.com/advisor/business/soft-skills-examples/ .

16.

Dennen

V. P.

Burner

K. J.

(2007). The cognitive apprenticeship model in educational practice. In Jonassen

Spector

M. J.

Driscoll

Merrill

M. D.

van Merrienboer

Driscoll

M. P.

(Eds.), Handbook of research on educational communications and technology (pp. 425–439). Routledge.

17.

Elsevier. (n.d.). Publishing ethics. Retrieved March, 10, 2024, from https://www.elsevier.com/about/policies-and-standards/publishing-ethics#4-duties-of-authors.

18.

Fisk

G. D.

(2024). AI or human? Finding and responding to artificial intelligence in student work. Teaching of Psychology. https://doi.org/10.1177/00986283241251855

19.

Fonseca

B. A.

Chi

M. T.

(2010). Instruction based on self-explanation. In Mayer

R. E.

Alexander

P. A.

(Eds.), Handbook of research on learning and instruction (pp. 310–335). Routledge.

20.

Fyfe

(2023). How to cheat on your final paper: Assigning AI for student writing. AI & Society, 38(4), 1395–1405. https://doi.org/10.1007/s00146-022-01397-z

21.

Gray

(2024). ChatGPT “contamination”: estimating the prevalence of LLMs in the scholarly literature. arXiv. https://doi.org/10.48550/arXiv.2403.16887.

22.

Grossman

M. R.

Grimm

P. W.

Brown

D. G.

(2023). Is disclosure and certification of the use of generative AI really necessary? Judicature, 107(2), 69–77.

23.

Hosseini

Resnik

D. B.

Holmes

(2023). The ethics of disclosing the use of artificial intelligence tools in writing scholarly manuscripts. Research Ethics, 19(4), 449–465. https://doi.org/10.1177/17470161231180449

24.

Iqbal

Ahmed

Azhar

K. A.

(2022). Exploring teachers’ attitudes towards using ChatGPT. Global Journal for Management and Administrative Sciences, 3(4), 97–111. https://doi.org/10.46568/gjmas.v3i4.163

25.

JAMA Network. (2024, June 13). Instructions for authors. https://jamanetwork.com/journals/jama/pages/instructions-for-authors .

26.

JMIR Copyediting Team. (2023, February). How should the “Acknowledgements” section be formatted? https://support.jmir.org/hc/en-us/articles/360015982471-How-should-the-Acknowledgments-section-be-formatted .

27.

Kasneci

Seßler

Küchemann

Bannert

Dementieva

Fischer

Kasneci

(2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274

28.

Kramm

McKenna

(2023). AI amplifies the tough question: What is higher education really for? Teaching in Higher Education, 28(8), 2173–2178. https://doi.org/10.1080/13562517.2023.2263839

29.

Markelius

Wright

Kuiper

Delille

Kuo

Y. T.

(2024). The mechanisms of AI hype and its planetary and social costs. AI and Ethics, 1–16. https://doi.org/10.1007/s43681-024-00461-2

30.

Marr

(2023, 27 December). How generative AI will change all of our jobs in 2024. Forbes. https://www.forbes.com/sites/bernardmarr/2023/12/27/how-generative-ai-will-change-all-of-our-jobs-in-2024/?sh=72bdbb5574ae .

31.

McDonald

Johri

Ali

Hingle

(2024). Generative artificial intelligence in higher education: Evidence from an analysis of institutional policies and guidelines. arXiv. https://doi.org/10.48550/arXiv.2402.01659.

32.

Montal

Reich

(2017). I, robot. You, journalist. Who is the author? Digital Journalism, 5(7), 829–849. https://doi.org/10.1080/21670811.2016.1209083

33.

Munn

(2023). The uselessness of AI ethics. AI and Ethics, 3(3), 869–877. https://doi.org/10.1007/s43681-022-00209-w

34.

Nietzel

M. T.

(2023, March 20). More than half of college students believe using ChatGPT to complete assignments is cheating. Forbes. https://www.forbes.com/sites/michaeltnietzel/2023/03/20/more-than-half-of-college-students-believe-using-chatgpt-to-complete-assignments-is-cheating/?sh=7c97dda718f9 .

35.

Overono

A. L.

Ditta

A. S.

(2024). The use of AI disclosure statements in teaching: developing skills for psychologists of the future. https://osf.io/ycpt2/?view_only=bb6d6af756474d9d8f3491b48229f907 .

36.

Overono

A. L.

(in press). Exploring the impact of required justifications in multiple-choice elaboration questions on student experiences and performance. Journal of the Scholarship of Teaching and Learning.

37.

Pérez-Escolar

Ordóñez-Olmedo

Alcaide-Pulido

(2021). Fact-checking skills and project-based learning about infodemic and disinformation. Thinking Skills and Creativity, 41, 100887. https://doi.org/10.1016/j.tsc.2021.100887

38.

Perrigo

(2023, January 18). OpenAI used Kenyan workers on less than $2 per hour to make ChatGPT less toxic. Time. https://time.com/6247678/openai-chatgpt-kenya-workers/ .

39.

Rudolph

Tan

(2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342–363. https://doi.org/10.37074/jalt.2023.6.1.9

40.

Sidoti

Gottfried

(2023, November 16). About 1 in 5 U.S. teens who’ve heard of ChatGPT have used it for schoolwork. Pew Research Center. https://www.pewresearch.org/short-reads/2023/11/16/about-1-in-5-us-teens-whove-heard-of-chatgpt-have-used-it-for-schoolwork/ .

41.

Tang

K. K.

Kwok

K. O.

Cao

Luong

Tam

(2024). The importance of transparency: Declaring the use of generative artificial intelligence (AI) in academic writing. Journal of Nursing Scholarship, 56(2), 314–318. https://doi.org/10.1111/jnu.12938

42.

Taylor & Francis. (2023, February 17). Taylor & Francis clarifies the responsible use of AI tools in academic content creation. https://newsroom.taylorandfrancisgroup.com/taylor-francis-clarifies-the-responsible-use-of-ai-tools-in-academic-content-creation/

43.

Tekoniemi

Kotilainen

Maasilta

Lempiäinen

(2022). Fact-checking as digital media literacy in higher education. Seminar.net, 18(1), 1–15. https://doi.org/10.7577/seminar.4689

44.

U.S. Copyright Office. (2023, March 16). Copyright registration guidance: Works containing material generated by artificial intelligence. U.S. Copyright Office, Library of Congress. https://www.federalregister.gov/documents/2023/03/16/2023-05321/copyright-registration-guidance-works-containing-material-generated-by-artificial-intelligence

45.

Vincent

(2023, January 26). ChatGPT can’t be credited as an author, says world’s largest academic publisher. The Verge. https://www.theverge.com/2023/1/26/23570967/chatgpt-author-scientific-papers-springer-nature-ban

46.

(2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14, Article 1181712. https://doi.org/10.3389/fpsyg.2023.1181712

The Use of AI Disclosure Statements in Teaching: Developing Skills for Psychologists of the Future