Comparing Student and Generative Artificial Intelligence Chatbot Responses to Organic Chemistry Writing-to-Learn Assignments (Record no. 45323)
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| fixed length control field | 02758nam a22002057a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240117155321.0 |
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| fixed length control field | 240116b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0021-9584 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Watts, Field M. |
| 245 ## - TITLE STATEMENT | |
| Title | Comparing Student and Generative Artificial Intelligence Chatbot Responses to Organic Chemistry Writing-to-Learn Assignments |
| Remainder of title | (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Washington DC |
| Name of publisher | : American Chemical Society |
| Year of publication | , 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 3806–3817p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | Journal of Chemical Society |
| Volume number/sequential designation | , Volume 100: Number 10, October 2023 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________***<br/><br/> |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract: Chemistry education research demonstrates the value of open-ended writing tasks, such as writing-to-learn (WTL) assignments, for supporting students’ learning with topics including reasoning about reaction mechanisms. The emergence of generative artificial intelligence (AI) technology, such as chatbots ChatGPT and Bard, raises concerns regarding the value of open-ended writing tasks in the classroom; one concern involves academic integrity and whether students will use these chatbots to produce sufficient responses to open-ended writing tasks. The present study investigates the degree to which generative AI chatbots exhibit mechanistic reasoning in response to organic chemistry WTL assignments. We produced responses from three generative AI chatbots (ChatGPT-3.5, ChatGPT-4, and Bard) to two WTL assignments developed to elicit students’ mechanistic reasoning. Using previously reported machine learning models for analyzing student writing in response to the WTL assignments, we analyzed the chatbot responses for the inclusion of features pertinent to mechanistic reasoning. Herein, we report quantitative analyses of (1) the differences between chatbot responses on the two assignments and (2) the differences between chatbot and authentic student responses. Findings indicate that chatbots respond differently to different WTL assignments. Additionally, the chatbots rarely incorporated the discussion of electron movement, a key feature of mechanistic reasoning. Furthermore, the chatbots, in general, do not engage in mechanistic reasoning at the same level as students. We contextualize the results by considering academic integrity with the assumption that students’ intentions are to engage in academically honest behavior, and we focus on understanding the ethical uses of generative AI for classroom assignments. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Organic Chemistry| Misconceptions/Discrepant Events| Resonance Theory| Chemical Education Research |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Dood, Amber J. | Shultz, Ginger V. | Rodriguez, Jon-Marc G. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1021/acs.jchemed.3c00664 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
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| RIE BPL Library | RIE BPL Library | 17.01.2024 | Periodicals |