ChatGPT and academic work
new psychological phenomena
J. C.F. de Winter (TU Delft - Human-Robot Interaction)
P. A. Hancock (University of Central Florida)
Yke B. Eisma (TU Delft - Human-Robot Interaction)
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Abstract
This study describes the impact of ChatGPT use on the nature of work from the perspective of academics and educators. We elucidate six phenomena: (1) the cognitive workload associated with conducting Turing tests to determine if ChatGPT has been involved in work productions; (2) the ethical void and alienation that result from recondite ChatGPT use; (3) insights into the motives of individuals who fail to disclose their ChatGPT use, while, at the same time, the recipient does not reveal their awareness of that use; (4) the sense of ennui as the meanings of texts dissipate and no longer reveal the sender’s state of understanding; (5) a redefinition of utility, wherein certain texts show redundancy with patterns already embedded in the base model, while physical measurements and personal observations are considered as unique and novel; (6) a power dynamic between sender and recipient, inadvertently leaving non-participants as disadvantaged third parties. This paper makes clear that the introduction of AI tools into society has far-reaching effects, initially most prominent in text-related fields, such as academia. Whether these implementations represent beneficial innovations for human prosperity, or a rather different line of social evolution, represents the pith of our present discussion.
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