From Awareness to Engagement: Online Discussion Assignments in Psychology and Student Use of AI Tools

Abstract

Generative AI has expanded its influence in higher education, changing student writing and instructional practices. Drawing on my own classroom experience, I discuss the shift from traditional to digital assignments that generative AI may influence. While generative AI can support writing development, it also raises concerns about academic integrity and critical thinking. In regard to this issue, I implemented structured online discussions with detailed prompts and examples to encourage authentic engagement. Despite clear guidelines, some students continued to rely on AI-generated content, prompting further pedagogical adjustments. These included enhanced instruction on academic honesty, the value of original thought, and formative assessments to reinforce understanding. Educators are committed to fostering a learning environment that values authenticity and supports students’ critical thinking and communication skills.