Navigating AI in Engineering Education: Impact of Chat GPT on International Students Learning and Academic Integrity

Abstract

A. Rafizadeh and Elaine V. Zamonski

This study examines the impact of AI tools like ChatGPT on graduate engineering students, particularly international students, focusing on misuse for plagiarism and its effect on learning. Two Engineering Organizational Development (EOD) classes were analyzed: one with 60% international students (60IS) and another with 100% international students (100IS). In 100IS, around half of the students relied heavily on ChatGPT, showing little interest in traditional learning, while 60IS retained more conventional study patterns. The research also evaluated two Graduate Academic Research (GAR) courses before and after a redesign aimed at reducing plagiarism and improving learning outcomes. In redesigned GAR, students performed better on smaller, skills-based assignments incorporating ChatGPT. However, patterns of plagiarism in major assignments persisted across both GAR courses. The findings highlight the ongoing challenge of AI misuse in education despite course redesigns and suggest a need for continued efforts to integrate AI tools responsibly in academic settings.

PDF