Help or Harm? Exploring the Ethical Impacts of AI in Undergraduate Groupwork (Poster 5)

• In Event: AERA Poster Session Friday 3:45pm
  In Invited Poster Session: 2026 AERA Undergraduate Fellows Research Poster Fair

Abstract

In this digital era, AI tools have become inextricably linked to the educational field. Is there a possibility in incorporating AI as a tool for productivity instead of harm? My study investigates the extent to which AI is used within a group project, and critically examines how AI influences group dynamics and students’ ethical self-perceptions. My study involves 125 participants from EDUC 30, an undergraduate course at UC Irvine which focuses on building 21st century literacy skills. For a class assignment, students were randomly assigned into groups of 5 and tasked to collaborate and create a professional magazine article based on a STEM-related topic. Students were instructed to incorporate at least 25% of AI use into their final project. Students completed surveys during multiple stages of the project reporting on emotional responses and experiences related to AI use. Survey questions addressed themes related to time management, procrastination, reliance on AI, and perceptions of learning. Findings suggest that AI use is associated with generating unique ideas and students who contributed ideas more often would take on leadership roles. Overall, the majority of students reported positive feelings towards using AI, with many indicating that AI supported their learning and productivity. Results suggest that AI tools may impact student contribution, motivation, and participation, meaning that educators could potentially utilize AI as a productive tool inside the classroom instead of banning it altogether.

Author

• Sam In Cheang, University of California - Irvine