Generative AI in higher education assignments: (R)evolution or risk?

Artificial intelligence (AI) has become an integral technology across various industries, transforming how we work, interact, and learn (Holmes & Tuomi 2022). Amongst students in higher education, the adoption of AI tools has increased significantly over the past year (Schei, Møgelvang & Ludvigsen 2024). This trend reflects the growing accessibility of AI-driven platforms designed to assist with tasks such as research, writing, and data analysis.

Whilst these tools offer considerable advantages, they also present unique challenges, particularly in academic settings where issues of fairness, accountability, transparency, and ethics (Memarian & Doleck 2023), alongside accuracy, credibility, and relevance, are paramount.

In the autumn period, the Gamification of Experiences and Transformations course embraced Generative Artificial Intelligence (GAI), also known as gen AI, as part of an essay assignment. The primary objective was for students to explore the role of gamification in the hospitality and tourism industry whilst leveraging GAI tools to aid in research and drafting.

This article examines how GAI was integrated into the assignment, the observed outcomes, and the broader implications of using GAI in education.

Assignment overview

The assignment required students to examine the topic, Challenges and Opportunities of Gamification in Hospitality and Tourism, using GAI as a research and drafting tool. The process began with students employing GAI tools to generate a general overview of the topic, ensuring that the responses included properly cited academic sources.

Following the initial interaction, students were tasked with critically reviewing the GAI-generated text and its sources to assess their accuracy, credibility, and relevance. Any incorrect, irrelevant, or outdated sources were replaced with appropriate alternatives from databases available in Haaga-Helia’s online library.

Students then conducted supplementary research to incorporate up-to-date, credible sources and relevant content. They also reviewed additional sources shared via Moodle to enhance the accuracy and quality of their essays. Finally, students submitted their polished essays, which included their corrections and additional research, alongside the original GAI-generated drafts for comparison.

The course was attended by 32 second- and third-year students from the EXPER Degree Programme. Their reflections on the assignment offered valuable insights into the strengths and limitations of using GAI in academic work.

Observations and insights

Most students reported using a similar initial GAI prompt:

The results from this interaction highlighted 3 major findings:

1. Quality of GAI-Generated Sources
   On average, GAI provided two relevant sources, six irrelevant sources, and nine fabricated sources per essay. GAI tools frequently cited non-existent works by prestigious authors, creating fake yet believable references. Some citations referenced real sources but included content unrelated to the original work, increasing the risk of misinformation and plagiarism.
2. Utility of GAI Tools
   Despite these limitations, students found GAI valuable for specific purposes such as brainstorming and inspiration. Many reported that GAI helped generate initial ideas and structure for their essays whilst also improving grammar and style. Students particularly appreciated GAI’s ability to refine language and enhance the readability of their work, especially as English is a second language for most of them.
3. Student Reflections
   Whilst recognising GAI’s utility, many students cautioned against relying on it for academic research or literature reviews. They emphasised the importance of critical thinking and thorough source verification when integrating AI-generated content into their assignment work, noting that it took more time to cross-check the references than to locate reliable ones from the outset.

Pros and cons of using GAI in assignments

The integration of AI tools in higher education assignments offers significant advantages that enhance the learning process for both students and teachers. Firstly, GAI improves efficiency by streamlining initial research tasks, enabling students to save valuable time and focus on deeper analysis and synthesis of information (Luckin & Holmes 2016). Additionally, the use of GAI fosters skill development, encouraging students to refine their digital literacy, critical thinking, and source evaluation skills – crucial competences in today’s technology-driven world.

Moreover, GAI promotes accessibility, as it assists students with varying levels of writing proficiency, empowering them to produce more refined and coherent work (Williamson & Eynon 2020). Finally, GAI tools can enhance creativity by aiding in idea generation and inspiring students to explore innovative approaches to assignments that they might not have otherwise considered (Doshi & Hauser 2023).

However, the use of GAI in assignments also presents challenges that warrant careful consideration. One major issue is accuracy, as GAI-generated content often includes fabricated or irrelevant sources, necessitating thorough verification by the student. Additionally, there is a risk of plagiarism, as students might unknowingly submit GAI-generated text without proper citation or understanding of originality requirements.

Over-reliance on GAI can undermine the development of essential academic skills, such as independent research, critical analysis, and the ability to formulate arguments without technological assistance (Eslit 2025).

Finally, in higher education institutions that resist adopting AI tools, significant ethical concerns surrounding the misuse of GAI could compromise academic integrity and potentially damage the credibility of these institutions (Salloum 2024). While ethical concerns remain a critical issue for higher education that embrace AI, these challenges can be addressed by emphasising responsible integration and establishing clear guidelines for the use of GAI in learning, thereby maximising its benefits and minimising potential drawbacks.

This is the case of Haaga-Helia, which places a strong emphasis on the importance of adhering to its guidelines for the responsible use of AI in education (Haaga-Helia 2024). By creating an assignment that permits the use of GAI, our goal was to underline the significance of ethical and thoughtful GAI usage.

This approach not only encourages students to explore the potential of GAI but also helps them develop an understanding of how to use these technologies responsibly. Through the process, we aimed to prepare students for real-world scenarios where GAI plays a growing role while fostering ethical mindset in their academic and professional journeys.

The importance of responsible Generative AI usage

In conclusion, the integration of GAI into higher education assignments represents a double-edged sword. On one hand, it offers opportunities to enhance learning, streamline processes, and foster creativity. On the other hand, it poses challenges related to accuracy, credibility, and ethical use.

The Gamification of Experiences and Transformations course provided a valuable example in navigating these complexities. By teaching students to critically evaluate GAI-generated content and supplement it with rigorous research, the assignment underscored the importance of responsible GAI usage.

Moving forward, teachers must strike a balance between embracing GAI’s potential and ensuring that students develop the skills needed for academic and professional success. With proper guidance, GAI can serve as a powerful ally in education, preparing students for a future where technology and human ingenuity go hand in hand.

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