Abstract

Providing insight into the anxieties triggered by AI Writing Detection tools, we run a live demonstration of how these systems operate by testing samples of the participants own writing. Using the results of our live test and student reflections, we will open a discussion around three areas of concern: 1. How generative AI tools can be used for learning 2. What the application of writing detection tools would mean for students and staff 3. How we may support students to form productive and personalised relationship with Generative AI that are beneficial to their own way of learning.

Session and activities

Providing insight into the anxieties triggered by AI Writing Detection tools, in this workshop we run a live demonstration of how these systems operate by testing samples of the participants own writing. Using the results of our live test and student reflections, we will open a discussion around three areas of concern: 1. How generative AI tools can be used for learning 2. What the application of writing detection tools would mean for students and staff 3. How we may support students to form productive and personalised relationship with Generative AI that are beneficial to their own way of learning. This workshop is a staff facing continuation of a Task & Finish Group that in January 2024 asked a group of five students to run three experiments with AI Large Language Models and AI Writing Detection Software. The results of this session are currently being written up for a SPARK Journal article. Prior to this workshop attendees will need to send a sample of their writing to Ruth Powell (r.powell@arts.ac.uk) and (Elliot Burns e.burns@arts.ac.uk). Samples can be academic texts, articles, creative writing, project documents, emails. They need to be of at least 200 words. By submitting participants will consent to their testing with AI Writing Detection softwares.