Susan Kennedy, Markkula Center for Applied Ethics at Santa Clara University; A Moral Panic: ChatGPT and the Gamification of Education
"Surprisingly, the panic over ChatGPT doesn’t actually seem to be about ChatGPT. It’s not all that impressive, nor is it significantly more effective than the “old ways” of cheating. Instead, the panic seems to be fueled by the expectation that students won’t be able to resist the temptation to use it and that cheating will become rampant. The release of ChatGPT is forcing educators to confront a much deeper issue that has been taking shape for quite some time; students who are becoming increasingly obsessed with grades, GPAs, and completing a degree, and who are willing to go to great, and sometimes unethical, lengths to achieve these things.
This transformation that is taking place is best explained by the gamification of education. Gamification refers to the process of adding game-like elements, such as points, scores, rankings and badges, to make non-game activities more pleasurable. As philosopher C. Thi Nguyen has argued, part of what makes gamification so appealing is that it trades complexity for simplicity. Our values and goals become much clearer once we have quantified metrics for measuring our progress and success.
In education, gamification takes the form of metrics like exam scores, course grades, GPA, and the completion of a degree. Without these metrics in place, it would be difficult to know when one has made progress towards, or been successful in, their pursuit of the true values of education. After all, the values associated with a good education are diverse and complex, including personal transformation, the cultivation of skills, exposure to diverse worldviews, becoming a more informed citizen, etc. Gamification offers some relief from this complexity by providing unmistakable metrics for success.
The problem with gamification is that, over time, it can transform our values and the very nature of the activity such that we begin to lose sight of what really matters. When students enter college, they may be motivated by a meaningful set of values that can be realized in the context of education. For some students, their grades and GPA are just a useful means to measure their progress towards those goals. But for other students, their values wind up being replaced by these metrics such that “getting an A” or “graduating with a 4.0” becomes the end.
For the students who get swept up by gamification, ChatGPT is unlikely to strike them as morally wrong or problematic. If a student no longer values education for its own sake, then there would seem to be nothing to lose by using ChatGPT. They won’t see it as cheating themselves out of an education, but merely an easy avenue for a passing grade in a course or completing a college degree. When framed this way, the panic over ChatGPT starts to make a lot more sense. Educators are afraid because they know that, despite their best efforts to adapt their assessments to promote learning outcomes in the face of ChatGPT, these efforts will fall short until they can loosen the grip that gamification has on their students."
