Hostname: page-component-6565fbc58-6b8jf Total loading time: 0 Render date: 2026-03-11T05:19:37.749Z Has data issue: false hasContentIssue false
  • English
  • Français

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
Get access Rights & Permissions [Opens in a new window]

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.

Information

Type
Article
Information
PS: Political Science & Politics , Volume 58 , Issue 2: Forecasting the 2024 US Election , April 2025 , pp. 357 - 362
Copyright
© The Author(s), 2024. Published by Cambridge University Press on behalf of American Political Science Association

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

REFERENCES

Adiguzel, Tufan, Kaya, Mehmet Haldun, and Cansu, Fatih Kürşat. 2023. “Revolutionizing Education with AI: Exploring the Transformative Potential of ChatGPT.” Contemporary Educational Technology 15 (3): Article No. ep429. https://doi.org/10.30935/cedtech/13152.CrossRefGoogle Scholar
Anders, Brent A. 2023. “Is Using ChatGPT Cheating, Plagiarism, Both, Neither, or Forward Thinking?” Cambridge, MA: Cell Press. https://doi.org/10.1016/j.patter.2023.100694 (accessed June 23, 2023).CrossRefGoogle Scholar
Baidoo-Anu, David, and Ansah, Leticia Owusu. 2023. “Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning.” Social Science Research Network. https://ssrn.com/abstract=4337484 (accessed May 21, 2024).Google Scholar
Cotton, Debby R. E., Cotton, Peter A., and Shipway, J. Reuben. 2023. “Chatting and Cheating: Ensuring Academic Integrity in the Era of ChatGPT.” Innovations in Education and Teaching International 61 (2): 228–39 (accessed May 23, 2024).CrossRefGoogle Scholar
De Maio, Jennifer L., Kabalaki, Ismail, Moshtael, Shayan, and Tejax, Michael A.. 2024. “Replication Data for ‘AI versus Students: A Study of the Capability of ChatGPT to Write Model United Nations Position Papers.’” PS: Political Science & Politics. DOI: 10.7910/DVN/5ZTSXK.CrossRefGoogle Scholar
Mbakwe, Amarachi B., Lourentzou, Ismini, Celi, Leo Anthony, Mechanic, Oren J., and Dagan, Alon. 2023. “ChatGPT Passing USMLE Shines a Spotlight on the Flaws of Medical Education.” PLoS Digital Health 2 (2): e0000205. https://journals.plos.org/digitalhealth/article?id=10.1371/journal.pdig.0000205.CrossRefGoogle ScholarPubMed
Megahed, Fadel M., Chen, Ying-Ju, Ferris, Joshua A., Knoth, Sven, and Jones-Farmer, L. Allison. 2023. “How Generative AI Models Such as ChatGPT Can Be (Mis)Used in SPC Practice, Education, and Research: An Exploratory Study.” https://arxiv.org/abs/2302.10916.Google Scholar
Metz, Cade. 2022. “The New Chatbots Could Change the World. Can You Trust Them?” New York Times, December 11. www.nytimes.com/2022/12/10/technology/ai-chat-bot-chatgpt.html.Google Scholar
Metz, Cade. 2024. “OpenAI Unveils New ChatGPT That Listens, Looks, and Talks.” New York Times, May 13. www.nytimes.com/2024/05/13/technology/openai-chatgpt-app.html.Google Scholar
Miao, Fengchun, and Holmes, Wayne. 2023. “Guidance for Generative AI in Education and Research.” UNESCO Publication. https://unesdoc.unesco.org/ark:/48223/pf0000386693.Google Scholar
Nam, Jane. 2023. “56% of College Students Have Used AI on Assignments or Exams.” www.bestcolleges.com/research/most-college-students-have-used-ai-survey (accessed June 6, 2024).Google Scholar
National Model United Nations. 2023. “By the Numbers, 2022–23.” www.nmun.org/about-nmun/by-the-numbers.html (accessed June 5, 2024).Google Scholar
OpenAI. 2023. “Chat GPT.” https://openai.com/blog/chatgpt.Google Scholar
Qadir, Junaid. 2023. “Engineering Education in the Era of ChatGPT: Promise and Pitfalls of Generative AI for Education.” Presented at the 2023 IEEE Global Engineering Education Conference. Salmiya, Kuwait: American University of Kuwait, May 1–4. DOI:10.1109/EDUCON54358.2023.10125121.Google Scholar
Robertson, Justin. 2024. “Can ChatGPT and Crowdsourced Forecasting Help Students Think about International Relations? A New Class Assignment.” Political Science Educator 28:1. https://educate.apsanet.org/can-chat-gpt-and-crowsourced-forecasting-help-students-think-about-international-relations-a-new-class-assignment.Google Scholar
Sallam, Malik. 2023. “The Utility of ChatGPT as an Example of Large Language Models in Healthcare Education, Research, and Practice: Systematic Review on the Future Perspectives and Potential Limitations.” www.medrxiv.org/content/10.1101/2023.02.19.23286155v1 (accessed May 21, 2024).Google Scholar
Wang, Ming. 2023. “Chat GPT: A Case Study.” Private Degree Granting Institutions Association Conference Proceedings: Key Themes in Higher Education. http://journal.pdgia.ca/index.php/education/article/view/10 (accessed May 23, 2024).Google Scholar
Supplementary material: File

De Maio et al. supplementary material

De Maio et al. supplementary material
Download De Maio et al. supplementary material(File)
File 19.3 KB