Artificial Intelligence in History Education: Observations and Perspectives

Abstract

The article presents the results of cursory field research and the author’s own experience of using of public chatbots based on artificial intelligence in history education, mainly during the course «The Actual Issues of History and Culture of Ukraine». The author discusses the most typical examples of student responses generated by these chatbots and attempts to identify the key indicators of such a violation of academic honesty.
The results of the author’s own experiments conducted during communication with ChatGPT and Bard on topics related to the history of the Ukrainian Cossacks are presented. The current state of identification of artificial intelligence-generated text by plagiarism checking systems and the ability of chatbots to effectively rewrite academic texts is shown. The author presents the threats of using these tools in test tasks and suggests an effective way to eliminate them. The main advantages, current and future, of using public chatbots in history education are described, as well as ways to explain to students and teaching staff of higher education institutions the great danger of such academic dishonest behavior.