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AI versus Students: A Study of the Capability of ChatGPT to Write Model United Nations Position Papers

Published online by Cambridge University Press:  16 December 2024

Jennifer L. De Maio Open the ORCID record for Jennifer L. De Maio [Opens in a new window] ,
Ismail Kabalaki ,
Shayan Moshtael  and
Michael A. Tejax
Jennifer L. De Maio
Affiliation:
California State University, Northridge, USA
Ismail Kabalaki
Affiliation:
Independent Scholar, USA
Shayan Moshtael
Affiliation:
University of West Los Angeles School of Law, USA
Michael A. Tejax
Affiliation:
Independent Scholar, USA
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Abstract

This article investigates the impact of ChatGPT on student writing in the context of Model United Nations position papers, which require extensive research and concise articulation of policies on international issues. By comparing student-written papers and ChatGPT-generated papers, we find that whereas AI-generated papers received higher evaluations overall, award-winning student papers outperformed AI-generated papers. Furthermore, the quality of AI-generated writing is shown to depend on human input, emphasizing the importance of a human-centered approach to AI in education.

Type
Article
Information
PS: Political Science & Politics , First View , pp. 1 - 6
Copyright
© The Author(s), 2024. Published by Cambridge University Press on behalf of American Political Science Association

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https://doi.org/10.7910/DVN/5ZTSXK
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