[Paper Review] Exploring the Factors of "AI Guilt" Among Students -- Are You Guilty of Using AI in Your Homework?

Cecilia Ka Yuk Chan|arXiv (Cornell University)|Jul 15, 2024

Grit, Self-Efficacy, and Motivation10 citations

TL;DR

The paper qualitatively examines factors contributing to AI guilt among secondary school students, identifying three main dimensions and discussing educational implications.

ABSTRACT

This study explores the phenomenon of "AI guilt" among secondary school students, a form of moral discomfort arising from the use of AI tools in academic tasks traditionally performed by humans. Through qualitative methodologies, the research examines the factors contributing to AI guilt, its social and psychological impacts, and its implications for educational practices. The findings revealed three main dimensions for AI guilt - perceived laziness and authenticity, fear of judgment, and identity and self-efficacy concerns. The findings suggest a need to redefine academic integrity and shift our mindset to reconsider what we should value in education. The study also emphasizes the importance of ethical guidelines and educational support and provides implications to help students navigate the complexities of AI in education, reducing feelings of guilt while enhancing learning outcomes.

Motivation & Objective

• Investigate moral discomfort (AI guilt) arising from using AI in homework.
• Identify factors contributing to AI guilt among secondary students.
• Understand social and psychological impacts of AI guilt on students.
• Offer educational guidelines to reduce guilt and improve learning outcomes.

Proposed method

• Qualitative methodology to explore AI guilt among secondary school students.
• Analysis of perceived laziness and authenticity as a guilt factor.
• Examination of fear of judgment as a guilt factor.
• Investigation of identity and self-efficacy concerns related to AI use.

Experimental results

Research questions

• RQ1 What factors contribute to AI guilt for students using AI in homework?
• RQ2 How do social judgments and perceptions affect students' experiences of AI guilt?
• RQ3 What are the identity and self-efficacy concerns linked to AI use in education?
• RQ4 What implications do AI guilt findings have for redefining academic integrity and instructional practice?

Key findings

• Three main dimensions of AI guilt: perceived laziness and authenticity, fear of judgment, and identity and self-efficacy concerns.
• AI guilt is associated with social and psychological impacts on students.
• Results suggest a need to redefine academic integrity and shift educational values.
• Emphasizes the importance of ethical guidelines and educational support to navigate AI in education.