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A Grade for Artificial Intelligence: A Study on School Teachers' Ability to Identify Assignments Written by
Maria Concetta Carruba1, Alba Caiazzo1, Chiara Scuotto2
1Department of Education and Sport Sciences, Pegaso University, Naples, Italy.
Cyberpsychology, Behavior and Social Networking
|June 5, 2025
Summary
Teachers can identify AI-generated assignments but struggle with student work. Expertise may bias teachers, while openness and conscientiousness boost self-efficacy in detecting AI content in education.
Area of Science:
- Educational Technology
- Artificial Intelligence in Education
- Academic Integrity
Background:
- Artificial intelligence (AI) presents ethical challenges in education, particularly concerning academic integrity and student-teacher trust.
- Teacher skepticism towards AI tools stems from concerns about unfair student usage and its impact on learning outcomes.
Purpose of the Study:
- To investigate teachers' proficiency in distinguishing AI-generated content from authentic student work.
- To analyze the influence of teacher expertise, self-efficacy, and personality traits on the accuracy of AI content detection.
Main Methods:
- 67 middle and high school teachers evaluated student and AI-generated assignments.
- Statistical analyses (t-tests, ANOVA, regressions) examined identification accuracy and its correlation with teacher characteristics.
Main Results:
- Teachers successfully identified AI-generated assignments but faced difficulties with student-written work.
- Higher teacher expertise correlated with a bias towards misidentifying student work as AI-generated.
- Openness and conscientiousness were significant predictors of teachers' self-efficacy in originality assessment.
Conclusions:
- Educators can discern AI-generated text but require support in evaluating student originality amidst AI advancements.
- Integrating generative AI in education necessitates a focus on pedagogical strategies that support both students and teachers.
- Future AI development in education should consider the needs and characteristics of both students and educators to foster trust and effective learning.
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