Addressing the elephant in the room: engaging students in ChatGPT conversations on assessments

Abstract

The development of technology presents opportunities and challenges for the education system. This study investigates the integration of ChatGPT into higher education, focusing on tourism studies. Using a duoethnography approach, the study explores the experiences of two tourism educators who incorporate ChatGPT into their pedagogy and assessment methods. Results reveal that acknowledging students’ mixed responses towards ChatGPT encourages open discussions, while collaborative efforts in creating and assessing AI-driven assignments significantly enhance the learning process. Moreover, encouraging students to utilise ChatGPT responsibly promotes a sense of stewardship and ethical awareness, collectively enhancing educational experiences. The study presents key propositions for the effective incorporation of ChatGPT into higher education, along with practical implications for educators to leverage the potential of generative AI to enrich student learning experiences. It highlights the importance of adapting technological advancements while upholding ethical and pedagogical standards, offering insights into the effective use of AI in academic contexts.

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