Dependency on AI Tools for Teaching & Learning in the Post-COVID-19 Era: A case study of Chat GPT and QuillBot

The COVID-19 pandemic has accelerated the adoption of artificial intelligence (AI) tools in the field of education, transforming the processes of teaching and learning (Adedoyin & Soykan, 2023). This abstract explores the growing dependency on two prominent AI tools, Chat GPT and QuillBot, and their implications for the post-COVID-19 era of education.

Chat GPT, an advanced language model developed by OpenAI, and QuillBot, an AI-powered writing assistant, have become integral components of remote education during and after the pandemic. There are concerns that dependency on these AI tools might affect student and lecturer relationships, facilitate interactive conversations and affect their academic skills which might impact the teaching and learning processes. Thus, this study emphasises the need to ensure a balance between AI-driven assistance and lecturer facilitation.

Moreover, QuillBot has influenced the writing process in the post-COVID-19 era in both positive and negative ways (Perkins, 2023). With its paraphrasing and content-generation capabilities, overcoming writing challenges and improving writing skills. The tool offers real-time feedback, aiding in the revision and enhancement of written work. Nevertheless, the reliance on QuillBot poses questions about the development of authentic writing skills and the importance of fostering creativity and critical thinking in the writing process.

While AI tools like Chat GPT and QuillBot have undoubtedly provided solutions and efficiencies in remote learning, it is essential to carefully evaluate their impact on teaching and learning processes. The over-dependence on these tools may hinder the development of essential skills, such as face-to-face communication between students and lecturers, and independent thinking by students. Considering this, lecturers and policymakers must strike a balance between utilising AI tools as aids and ensuring that students acquire core competencies that are not solely reliant on technology.

As the post-COVID-19 era redefines the educational landscape, the integration of AI tools like Chat GPT and QuillBot offers undeniable benefits. However, it is advisable that lecturers and policymakers should critically assess the dependency on these tools and strive to strike a balance that preserves the essential aspects of human-centred education while harnessing the potential of AI to enhance learning outcomes. By carefully navigating these challenges, AI tools can play a transformative role in shaping the future of teaching and learning in the post-pandemic world.

Keywords: AI tools, Chat GPT, Dependency, QuillBot, Teaching & Learning,