In the quiet of a working classroom, students all peer at their computers, supposedly captivated by their work. 

When the teacher begins to walk around, surveying the classroom to ensure everyone is on task and keeping integrity with their assignments, students’ fingers quicken their pace as they close an open tab and switch to the appropriate screens. 

They smirk at one another, prideful at their own slickness and neglect of the honor code. When the teacher returns to their desk, many students switch tabs once more, back to the one in which they so smoothly hid from the teacher’s gaze. 

The tab in question? An Artificial Intelligence (AI) platform.

In every subject, in each class, AI is used to some degree. 

“For every class, there’s a reason for it, but I think some classes have higher reasons for it than others,” said junior honors theology teacher Regan Glass. 

Regardless of the actual difficulty of the task, many students use AI. And although some students are caught, for many, their ‘crime’ goes unnoticed. Their only charge? A good grade for the bare minimum they have disguised as something original and adequate.

When a teacher praises a student for their work, one must wonder, was it the student’s thoughts and dedication, or was it the work of artificial intelligence? 

Did the student do more than prompt an AI engine and copy and paste the answer? 

How many students are using AI irresponsibly, and has it gone unnoticed?

The Gibbons Globe interviewed four students. Each was given anonymity so that their answers remained honest and truthful. 

“I have not been caught yet, knock on wood,” said one student, who then proceeded to knock on the table, a superstitious act they hope will prolong their streak of AI usage being undetected.  

And the fact of the matter is that only the student themself will know the truth. Many students have grown meticulous in their efforts to disguise their use of AI. Through frequency and habit, students have learned what words to change in an answer or an essay for it to seem genuine and for the AI to go undetected.

“I make sure I reword it, or I put it in a humanizer. And it works. When I put it in a humanizer, it’ll go from, say like 70 percent, it will go down to like five or 10,” said a student.

And how rebellious is the use of AI? Some students, who do use it responsibly, have immensely benefited from it. So, what are the circumstances where AI is acceptable, or even should be used? And is AI good, or is AI bad?

What Are Crusaders Using AI For?

“I just use it if I don’t understand a question and I just need help figuring out how to solve it,” said a student. 

“I may have used it a couple times when I shouldn’t have, but I don’t use it for major assignments where it would be a big deal,” another student said.

“AP Physics is a very common ChatGPT use,” 

“I use it to give me feedback on essay-type stuff, like practice DBQs, and LEQs, and SAQs,” said another. 

“It’s a good way to check your work when you’re doing homework and stuff. Especially if it’s for accuracy. Doing it first, and then being able to run it through ChatGPT to make sure you’re doing it right, or even just to help you if you don’t understand. That’s a reason I would use AI,” said one. 

“Definitely on essays. If I can.”

“I don’t use AI to help me cheat on tests. Or if there’s a take home quiz, I’m not gonna run the whole thing through ChatGPT.”

“I use it for the assignments sometimes when I don’t want to do them or if I’m feeling lazy that day. Or if I’m confused on something, I will ask it to explain it to me”

Although not all, many Crusaders do, in reality, use AI. And of those who do, there are many who use it responsibly. Despite the often correct usage of this tool, one student, when asked about if their grades would be different without the use of AI, answered,  “Yes, 100%. 1,000 percent.”

The Frequency of AI

When asked how often she finds students using AI in her class, Glass immediately asked, “In general or properly?”

In general, Glass has found that the use of AI by students occurs in every class, beginning with her opening “bellwork” when students are tasked with finding minimal information pertaining to a chosen Saint. In her class, she specifically asks students not to find their answers to these opening questions through AI, but yet many students disregard this request and copy their answers directly from ChatGPT.

“I don’t have an issue when students are using it because either I tell them to use it for something, or if they are using it for a project. But, I think that a lot of times, especially in theology, you don’t really need it,” Glass said.

When asked how often they used AI for school, students’ answers ranged.

“Not every assignment, but I definitely use it a lot to help me,” One student said. “Three or four times a week.”

“I won’t actually use AI in school, but I’ll use it to help with homework.” 

“Honestly, not that often. Sometimes, I’ll have it give me practice questions, or grade my work, but that’s about it,” said another. 

The AI usage at Gibbons ranges. Some, although very few, students are extremely against the use of AI. Others use it to help them study or grade their work before it is seen by a teacher, but do not solely rely on the platform for actual information or teaching. And then there are others who are taught by AI, use it to get the right answers without understanding or attempting the assignment themselves, and ultimately take advantage of the tool. 

“People abuse it to the point where they’re not actually learning anything,” one student said.

It’s at this point that AI usage, especially in schools, becomes a major issue.

Why Use AI? What are the repercussions? 

There are many reasons why people use AI.

“For class, I use AI to create the PowerPoints because I have no artistic ability whatsoever. But I have all of the previous information written down, and I copy and paste it into AI, then it forms it into a presentation for me,” said Glass. 

Glass uses AI to benefit her class, helping to format her information so that it is more comprehensible for her students. 

Among students, a common use for AI is convenience.

“Instead of emailing my teacher four times, I feel like it’s just easier to ask the question through ChatGPT.”

“If I have more important assignments that I actually need to do and not use AI, it helps with getting the ones that aren’t as important done faster.”

Many students also appreciate the explanation and directional aspects of AI. It helps to clarify certain points they were confused about, and it can go into depth about something they may be struggling with.

“ChatGPT does a really good job of giving you that step-by-step rundown of, this is what you’re supposed to do,” one student said. 

“It’s an easy way to learn information without Googling it. It’s talking to you, so I like that aspect,” said another.

“It gives you second-hand teaching material.”

And although AI is great in the sense that it clarifies many points and provides students access to material and information, there are certainly drawbacks with it as well. 

“Sometimes, it’s not right. Just straight up, not right,” one student said.

One must question its credibility. Sometimes, it causes students to become more confused than before they had used it. 

It additionally, at times, destroys individuality and creativity. It prompts laziness when users are not attentive enough or do not use it properly. 

 “Sometimes, if I’m really lazy, I just take it straight from Chat(GPT),” one student admitted.

And while this is certainly not the correct way to use AI, it is a frequent one. And this then hinders students’ learning if they are using AI to find their answers every time rather than trying to find solutions or think of responses on their own.

For some teachers, their main issue lies beyond the actual AI use, but rather in how students respond when being questioned. 

“The main problem is lying about it,” said Glass. “I’ve had multiple students be like, I didn’t do it. And then I’m like, yes, you did. And then they’re like, okay, maybe I did.”

The dishonesty, not only in the cheating aspect, but the lying aspect as well, makes it understandable why some Gibbons educators are extremely against the use of AI in their classes.   

Some students, however, view the drawbacks of AI differently. 

 “I feel the only disadvantages are that I could get caught. I don’t see really any other disadvantages from it,” said one student.  

AI . . . It’s Trending!

The fact of the matter is that AI is trending at both Cardinal Gibbons and around the world.

Whether it be ChatGPT, Flint, Google Lens, CoPilot, or Gauth, platforms are being used for a wide range of reasons, assignments, and questions.

While some truly do use it for good intentions and responsibly, many do not. 

For some, the accessibility of AI is definitely an issue. For others, it is a helpful and only occasionally used tool.

So, is AI good? 

Is AI bad?

The Cardinal Gibbons population and society are unsure. And it honestly depends on the situation. 

One student who conveyed their feelings pertaining to AI might sum it up the best.

“I’m just more confused than ever,” they said.