Letters | Why universities should overcome students’ AI hesitancy
- Readers discuss skills students should be equipped with to use generative AI effectively, and ways to ease student stress in Hong Kong
The passion for ChatGPT seems to have subsided recently. Or has it?
The AI detector tool I ran suggested that generative artificial intelligence (GenAI) had not been used for most of the assignments submitted to me. When asked, just a few students said they had found GenAI useful for correcting grammar. Students’ reluctance to use the technology is understandable as they might wish to leave no room for doubt about their academic honesty.
Another issue is the limitations of the current AI detector tools. First, the detector is unable to analyse the ways students used GenAI for their homework. Whenever it detects the use of GenAI, it only shows a percentage. Teachers still need to check with students individually to ascertain whether there was any unethical use of GenAI.
Second, the tool cannot detect fake information generated by GenAI. Lecturers have to scrutinise each source cited to ensure its reliability.
Nevertheless, we should adapt to the new teaching environment. Despite students’ hesitancy to comment on their usage of GenAI, we know that at some point in life, they will need to use it – in the workplace, for example. What we can do is to equip them with the skills needed to use the technology, such as writing effective prompts for GenAI, independently spotting the handiwork of artificial intelligence and recognising the limits of GenAI.
Given the shortcomings of GenAI, at least for now, it cannot replace human writers as it cannot provide in-depth critical responses specific to a local context. Yet, AI will inevitably (or stealthily) become an inextricable part of our lives as superpowers weaponise it to vie for geopolitical dominance.
Alison Ng, assistant lecturer, Centre for Applied English Studies, University of Hong Kong
To ease student stress, start with optional homework
A secondary school principal pointed to poor sleep as one factor to be considered. Many students might sleep only a few hours at night due to the large amount of homework and the many extracurricular activities they attend.
The lack of sleep results in a vicious cycle, where students are unable to focus in class and therefore might have to spend a longer time at home studying. This compounds their stress.
Academic expectations are also a factor leading to high pressure. Not only parents, but students also put a lot of pressure on themselves. They are convinced that their Diploma of Secondary Education grades will have a crucial impact on their future.
Two methods could be adopted to improve the situation.
First, schools should consider reducing compulsory homework. Setting optional homework would offer students the flexibility to plan their study schedule.
Second, students need more mental health support. Although they are taught stress relief techniques, they need more personalised support so more social workers in schools would help. We must also reinforce the message that exams are not the be-all and end-all.
Coey Chan, Kwai Chung
