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Exploring the Impact and Ethics of AI-Powered Essay Writing Services
Despite the strong debates and the growing use of these platforms, limited academic attention exists in exploring their impact. We particularly examine three important questions: How do students perceive these new platforms, what factors determine the willingness of students to use AI-powered word processing tools, and is the student’s formal association with a university when using these platforms associated with the student’s GPA? In collaboration with two big providers of such platforms, we survey student-users in six countries of three continents and evaluate a year’s worth of data and 10,668 responses. Our paper is the first one to present synthetic evidence on the students’ perception and potential use and impact of AI-powered word writing services with a large and multi-country dataset. We believe that there are several aspects of the data that are informative on the issues that we discuss, and our main aim in this paper is to present the data in a manner that permits this information to be explored. We do not claim that our particular analysis is at an end, but we do believe that our data is an important contribution to the field.
The rapidly increasing and widespread use of artificial intelligence (AI) across different areas and fields of life is bringing important developments, but also challenges and ethical dilemmas. One such controversial innovation is that of AI-powered essay writing services. In this paper, we analyze the educational and ethical implications of these services in a world where they have been available for a significant period of time. Their emergence has sparked a heated debate and created controversy. Critics believe that they have a negative impact on education and learning, encourage a lazy attitude, do not support creativity and the development of soft skills, and promote cheating. Proponents argue that they facilitate access to research and education for learners around the world, act as writing aids, and support students who work and learn simultaneously.
Ethical considerations were found to be amongst the criteria that indicate quality when it comes to plagiarism detection by the European Network of Ombuds in Higher Education. In 2021, the Global Artificial Intelligence Ethics Consortium was formed with additional Danish participation from the Danish Business Authority to give input and help implement the EU’s AI Act. Even the developers and vendors may need to consider if their work violates human rights at some level. There seems to be a high level of consensus between law, government, industry, and ethics regarding what AI should NOT do. The aim of eliminating the worst systems from the market with the Human Rights Based Trustworthy AI Best Practice Guide could be something educational institutions consider adding to their own evaluation system for deciding on the choice of Ed-Tech vendor.
The ethical implications of AI-generated student work have been previously explored. Notably, Rowland and Slade assert that AI-generated student submissions pose risks for both the individual and the collective that can be mitigated with policy. Security and Integrity in Higher Education (Europe) and the Joint Information Services Committee (UK) vehemently criticize the use of Ed-Tech in exam settings. Additionally, the Swedish Higher Education Authority made it clear in its handling of the case with Umeå University where students were eavesdropped on during examination that education is an intrinsically personal matter. On the level of the institution, operational risks are at stake if there are no clear guidelines concerning the rules of engagement with these tools.
While recent updates in AI text generation have done much to improve upon text quality and performance, they still struggle to generate text indistinguishable by humans when tested under debunked systems, even after human-audited immoral tail token rewritings. Keeping in line with the notion that AI models are likely to exhibit moral behavior given non-targeted human oversight, developers are not likely to have the insight or understanding needed to anticipate and mitigate the potential immoral behavior of their systems.
The allure of AI-powered essay services is based on the belief that the AI will produce a high-quality essay with just a few (or no) minor modifications needed. To test this assumption, we ran a second analysis comparing essay quality between the AI-generated essay, a CEA-generated essay, which was constructed by first having the AI identify the structure of the essay, and then slightly adjusting all of the language the AI produced into a synthetic one, followed by minor alterations made to the essay to align with the human-graded essay rubric, and an open-ended system essay, where the AI was used to offer writing suggestions for a student-edited paper but all writing was created exclusively by the student. Again, human normed grading scores were significantly higher between the two human-graded essays, and the AI-generated essay was the lowest graded essay of the three.
Our discussion of the proposed research opportunities indicates the ways to advance current research that span several disciplines. Much work has already been completed in related areas, but further contributions are now required, as explored in the introduction. Embracing AI pushes boundaries but also requires the prudent setting of moral limits. Early engineering practice and dialogue with diverse interested parties will accelerate discoveries and broaden communications. Obviously, technology providers will raise detailed and specific technical solutions to academically-defined problems. These proposed technological advances might require serious discussion in the political domain. The contributions made by such interventions might surprise as well as provoke.
Conclusively, the work described in this paper has raised issues that need to be addressed in academic writing circles. These issues are about the future of AI in essay writing services. We have asked a range of questions about robotic academy proctors, assignment-essay banks, and broader ethical responsibilities that essay service providers require addressing. Universities, regardless of location, cannot afford to ignore these issues. Changing the platform for student assignments might be easier. Some argue that technology is seen as a threat within academia and that many universities thrive because of opposition to external for-profit service offerings.
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