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Does Compilatio software detect content from Artificial Intelligence, such as ChatGPT?

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Towards new standards to which we must adapt...

     The arrival of Artificial Intelligence in the public sphere is shaking up a large number of fields and education is not excluded. Strong communication linked to these tools accentuates effervescence: which teacher and student has not yet tested software like ChatGPT or DALL-E?

The rise of these new digital tools, the (ever faster!) adoption of new uses, and sometimes new practices of digital fraud, encourage institutions to become able to assess their importance and impact more quickly.

And when a major evolution is noticed, every actor must "quickly" adapt practices to this new standard.

Anti-plagiarism software highly questioned

     Our position as an expert in academic integrity leads our clients to ask us about all aspects of "digital fraud", not just those related to the practice of copy-pasting.

As a technology, we have been using AI for several years in our services, to detect similarities, in particular to define the characteristic elements of a document in order to find sources and to categorise the importance of sources. This is Compilatio's core business.

     And while finding sources in a text remains important and essential, the issue also becomes broader: "Does the writing style belong to the student who says he or she did the work? Is the text written by a human author or an AI?

Compilatio prioritises new detection requests

     Following the recent interest in ChatGPT (due to the performance of its versions 3, 3.5 and 4), we are working on a tool for detecting texts generated by AI.

Compilatio will soon be able to commercialize this service. 


In parallel, we are continuing the work we have been doing for several years on the use of AI for various tasks, including the preparation of a similarity detection feature that does not depend on the language or the words used, based on the meaning and the arrangement of ideas in the text.

  • Task 1 : Find the sources from which ChatGPT produced its text.
    On this point, we are evaluating the effectiveness of our rephrasing detection AI.

  • Task 2 : Recognize the "style" of authors, to answer two questions:
    - Is a text consistent with the student's style, with respect to their known previous productions?
    - Is a text consistent with the style of the "ChatGPT3 author"?

    This work will allow to determine if a text has been partially or totally written by the announced author, and if the latter corresponds to a human or AI author...

 

     However, the issue cannot be purely technical. There are many avenues to explore on the pedagogical side as well!

Compilatio continues its educational support

     It seems to us essential not to wait for these future technical evolutions which will allow a better identification of the contents written by AIs to raise awareness. At Compilatio, we still attach great importance to education. This is at the heart of our actions. We must, as much as possible, raise awareness and make students understand the issues of integrity and authenticity. We must make them adhere to good behaviour so that the temptation to cheat is reduced. With this in mind, we have written the following article: Your Ultimate Guide to Academic Ghostwriting.

The challenge for teachers is to continue to share with students the purpose of assignments and assessments required. For example, rather than saying "You have a dissertation to produce", it is more appropriate to say: "You have a dissertation to produce to show your ability to verify information: to do this, it must include at least 10 different sources. This brief will also showcase your ability to analyse these various sources: so you should write X lines of personal analysis, with personal examples also."

"As AI tools such as ChatGPT become our everyday search and research support, and we know that students will use it regardless (in fact they are using it!), educators must consider how to cite and reference ChatGPT responses."

"We're going to have to be more prepared to have conversations with students where we ask them to explain verbally to us what their work says."

"We need to better understand the pros and cons, consider how such tools fit into professional contexts, and engage in a very serious change process with regard to how and what we assess."

 

"It was interesting to see that this tool could provide some particular insights that could become the starting point of something."

 

 

 

 

 

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