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A new study from UBC Okanagan says students appear to be using generative artificial intelligence (GenAI) responsibly, and as a way to speed up tasks, not just boost their grades.
Dr. Meaghan MacNutt, who teaches professional moral principles in a school, recently published a study in Advances in Physiology Education. Published this month, the paper — titled Reflective writing assignments in the era of GenAI: student behavior and attitudes suggest utility, not futility — contradicts common concerns about students’ use of AI.
The study surveyed 310 students across three courses with identical AI policies, where learners could optionally use GenAI for reflective writing assignments. While only one-third of subjects employed AI, 81% of users cited motivations like speeding up work, achieving high grades, or enhancing learning — with over half prioritizing efficiency. Just 0.3% of submissions were mostly AI-generated.
The study does deliver some warnings, she warns. GenAI can be a useful tool for students learning English or people with reading and writing disabilities. But there is also the potential that if paid versions are better, students who can afford to use a more effective platform might have an advantage over others, creating further classroom inequities.
Dr. MacNutt says continued research in this area can provide a better understanding of student behavior and attitudes as GenAI technologies continue to advance. She also suggests that institutions and educators adopt an approach that represents “cooperation with” rather than “control of” students, even though AI continues to be used more frequently.
“Our findings contradict common concerns about widespread students’ misuse and overuse of GenAI at the expense of academic integrity and learning,” says Dr. MacNutt. “But as we move forward with our policies, or how we’re teaching students how to use it, we have to keep in mind that students come from really different places. And they have different ways of benefiting or being harmed by these technologies.”
32. What does the new study find?
A. Grades inspire most AI users. B. Some teachers show concern for AI.
C. AI harms academic integrity. D. Many students apply AI responsibly.
33. What potential concern does paid GenAI raise?
A. Lowering study efficiency. B. Increasing financial pressure.
C. Widening educational gaps. D. Weakening learning initiative.
34. What does Dr. MacNutt suggest educators do about AI?
A. Keep researching AI. B. Work with students in AI use.
C. Limit the spread of AI. D. Accept dramatic advances in AI.
35. What crucial factor should GenAI policies consider?
A. Students’ attitudes towards smart tools. B. Optional technologies to replace GenAI.
C. Learners’ varied backgrounds and needs. D. Ways of preventing the misuse of GenAI.
A new study from UBC Okanagan says students appear to be using generative artificial intelligence (GenAI) responsibly, and as a way to speed up tasks, not just boost their grades.
Dr. Meaghan MacNutt, who teaches professional moral principles in a school, recently published a study in Advances in Physiology Education. Published this month, the paper — titled Reflective writing assignments in the era of GenAI: student behavior and attitudes suggest utility, not futility — contradicts common concerns about students’ use of AI.
The study surveyed 310 students across three courses with identical AI policies, where learners could optionally use GenAI for reflective writing assignments. While only one-third of subjects employed AI, 81% of users cited motivations like speeding up work, achieving high grades, or enhancing learning — with over half prioritizing efficiency. Just 0.3% of submissions were mostly AI-generated.
The study does deliver some warnings, she warns. GenAI can be a useful tool for students learning English or people with reading and writing disabilities. But there is also the potential that if paid versions are better, students who can afford to use a more effective platform might have an advantage over others, creating further classroom inequities.
Dr. MacNutt says continued research in this area can provide a better understanding of student behavior and attitudes as GenAI technologies continue to advance. She also suggests that institutions and educators adopt an approach that represents “cooperation with” rather than “control of” students, even though AI continues to be used more frequently.
“Our findings contradict common concerns about widespread students’ misuse and overuse of GenAI at the expense of academic integrity and learning,” says Dr. MacNutt. “But as we move forward with our policies, or how we’re teaching students how to use it, we have to keep in mind that students come from really different places. And they have different ways of benefiting or being harmed by these technologies.”
32. What does the new study find?
A. Grades inspire most AI users. B. Some teachers show concern for AI.
C. AI harms academic integrity. D. Many students apply AI responsibly.
33. What potential concern does paid GenAI raise?
A. Lowering study efficiency. B. Increasing financial pressure.
C. Widening educational gaps. D. Weakening learning initiative.
34. What does Dr. MacNutt suggest educators do about AI?
A. Keep researching AI. B. Work with students in AI use.
C. Limit the spread of AI. D. Accept dramatic advances in AI.
35. What crucial factor should GenAI policies consider?
A. Students’ attitudes towards smart tools. B. Optional technologies to replace GenAI.
C. Learners’ varied backgrounds and needs. D. Ways of preventing the misuse of GenAI.
答案：
32.D [命题立意]考查理解具体信息的能力。
①明题意 这项新研究发现了什么？
A“成绩激励大多数人工智能用户”；B“一些老师对人工智能表示担忧”；C“人工智能损害学术诚信”；D“很多学生负责任地使用人工智能”。
②解题目 根据首段中的“students appear to be using...responsibly”及第三段中的“81% of users cited motivations...prioritizing efficiency”可知，很多学生以负责任的态度使用人工智能，利用人工智能提升效率和学习效果。
❌错因分析 A项曲解数据，81%学生中仅部分人提及高分动机；B项不是研究发现；C项与末段“contradict common concerns about...academic integrity”矛盾。
33.C [命题立意]考查推断的能力。
①明题意 收费的生成式人工智能引发什么潜在担忧？
A“降低学习效率”；B“增加经济压力”；C“扩大教育差距”；D“削弱学习主动性”。
②解题目 根据第四段中的“students who can afford...might have an advantage over...creating further classroom inequities”可知，付费人工智能工具使得能够用得起的学生有一个更有效的学习平台，从而可能比其他人有优势，这最终会使课堂不平等现象更严重。由此可知，收费的生成式人工智能可能加剧教育不平等。
❌错因分析 A项与“speeding up work”相反；B项错在“经济压力”，并非文中担忧的重点；D项没有信息支持。
34.B [命题立意]考查理解具体信息的能力。
①明题意 MacNutt博士建议教育者如何对待人工智能？
A“持续研究人工智能”；B“在人工智能使用方面与学生合作”；C“限制人工智能的传播”；D“接受人工智能的巨大进步”。
②解题目 根据第五段中的“adopt an approach that represents ‘cooperation with’ rather than ‘control of students’”可知，MacNutt博士建议在人工智能使用上不要控制学生，而是要与学生合作。cooperation with→Work with
❌错因分析 A项涉及研究，非给教育者的建议；C项与“rather than ‘control of’”理念冲突；D项不是MacNutt博士的观点。
35.C [命题立意]考查推断的能力。
①明题意 生成式人工智能政策应考虑什么关键因素？
A“学生对智能工具的态度”；B“替代生成式人工智能的可选技术”；C“学习者的不同背景和需求”；D“防止生成式人工智能滥用的方法”。
②解题目 最后一段的核心是But后的内容“as we...we have to keep in mind that students come from really different places. And they have different ways...technologies”，这里的different places暗示学生具有不同背景，different ways of benefiting指的是学生的不同需求。由此可知，政策需考虑个体差异(不同的背景，不同的需求)。
❌错因分析 A项是研究内容(attitudes)，非政策需考虑的因素；B项错在“Optional”和“replace”；D项的“防止滥用”与研究结论(未普遍滥用)不一致。
①明题意 这项新研究发现了什么？
A“成绩激励大多数人工智能用户”；B“一些老师对人工智能表示担忧”；C“人工智能损害学术诚信”；D“很多学生负责任地使用人工智能”。
②解题目 根据首段中的“students appear to be using...responsibly”及第三段中的“81% of users cited motivations...prioritizing efficiency”可知，很多学生以负责任的态度使用人工智能，利用人工智能提升效率和学习效果。
❌错因分析 A项曲解数据，81%学生中仅部分人提及高分动机；B项不是研究发现；C项与末段“contradict common concerns about...academic integrity”矛盾。
33.C [命题立意]考查推断的能力。
①明题意 收费的生成式人工智能引发什么潜在担忧？
A“降低学习效率”；B“增加经济压力”；C“扩大教育差距”；D“削弱学习主动性”。
②解题目 根据第四段中的“students who can afford...might have an advantage over...creating further classroom inequities”可知，付费人工智能工具使得能够用得起的学生有一个更有效的学习平台，从而可能比其他人有优势，这最终会使课堂不平等现象更严重。由此可知，收费的生成式人工智能可能加剧教育不平等。
❌错因分析 A项与“speeding up work”相反；B项错在“经济压力”，并非文中担忧的重点；D项没有信息支持。
34.B [命题立意]考查理解具体信息的能力。
①明题意 MacNutt博士建议教育者如何对待人工智能？
A“持续研究人工智能”；B“在人工智能使用方面与学生合作”；C“限制人工智能的传播”；D“接受人工智能的巨大进步”。
②解题目 根据第五段中的“adopt an approach that represents ‘cooperation with’ rather than ‘control of students’”可知，MacNutt博士建议在人工智能使用上不要控制学生，而是要与学生合作。cooperation with→Work with
❌错因分析 A项涉及研究，非给教育者的建议；C项与“rather than ‘control of’”理念冲突；D项不是MacNutt博士的观点。
35.C [命题立意]考查推断的能力。
①明题意 生成式人工智能政策应考虑什么关键因素？
A“学生对智能工具的态度”；B“替代生成式人工智能的可选技术”；C“学习者的不同背景和需求”；D“防止生成式人工智能滥用的方法”。
②解题目 最后一段的核心是But后的内容“as we...we have to keep in mind that students come from really different places. And they have different ways...technologies”，这里的different places暗示学生具有不同背景，different ways of benefiting指的是学生的不同需求。由此可知，政策需考虑个体差异(不同的背景，不同的需求)。
❌错因分析 A项是研究内容(attitudes)，非政策需考虑的因素；B项错在“Optional”和“replace”；D项的“防止滥用”与研究结论(未普遍滥用)不一致。
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