Introduction to Generative AI for Students

Generative AI, or gen AI, tools can create new content—like outlines, summaries, images, and more—based on patterns in data. These tools don't understand like humans, but they can be useful learning tool when used wisely.

Gen AI refers to artificial intelligence systems that produce content such as:

• Text: ChatGPT, Grammarly, Jasper
• Images: DALL·E, Midjourney
• Code: GitHub Copilot
• Audio/Video: Descript, ElevenLabs

These tools are trained on large datasets of text, images, code, and other data  and the use patterns they learn to respond to your prompts. They don’t have real-world understanding; they generate the most likely response based on training data.

It is important to think critically about anything produced by gen AI tools and to take the time to validate and review the results yourself.  Gen AI has been known to produce false information, known as a hallucination, when there isn’t a common or straightforward answer.

Always check the course syllabus or check with your instructor before using gen AI in for your course work. At the U of G acceptable use of AI is determined by the course instructor and may vary across disciplines, programs, and types of assessments.

• Gen AI is a tool—not a source of truth.
• Use gen AI to complement your research process and supplement your learning, not replace them.
• Always double-check information and cite properly.
• Verify that the sources gen AI sites in the output are real, credible, and the content matches the original.
• Respect U of G's academic integrity policies.
• Take time to learn more about how AI works and what it is and isn’t capable of. Care About AI: Introducing Artificial Intelligence is free, self-paced course that will provide you with a basic understanding of key concepts in artificial intelligence (AI).

When used responsibly, you can use gen AI tools to:

• Generate idea lists and prompts for papers or projects
• Produce plain-language overviews of complex topics
• Reinforce learning by creating study guides and knowledge checks, like flash cards or quizzes
• Summarize readings or lectures
• Suggest grammar, usage, and tone edits to your writing
• Support accessibility for students with different learning needs

Gen AI  isn't perfect, so it’s important to stay critical:

• Hallucinations: Gen AI has been know to produce false information, known as hallucination.
• Bias: Outputs may reflect stereotypes in training data or user input.
• Limited access paywalled content: Gen AI may not reliably access to peer-reviewed or other scholarly research.
• No real-time updates: Many tools don't include current events or the latest research.
• Lack of understanding: Gen AI doesn't "know" what it's saying.
• Privacy risks: Don’t enter identifiable of sensitive info (e.g., your name, student ID, or grades) it may be stored or reviewed under the tools terms of service.
• Environmental impact: Increased electricity demand and water consumption.
• Tells you want you want to hear: Models often agree and echo user assumptions, reinforcing errors and bias, even when it's not the most accurate or useful response.
• Cognitive cost: In an essay writing study, gen AI users showed weaker brain engagement and reduced memory recall compared to writing unaided.

Remember: Always cross-check AI-generated content with credible sources.

Before you trust what an AI tool tells you, ask yourself:

• Does this information sound too generic?
• Are there sources or citations to verify the claim? Do the suggested sources exist and are they reliable?
• Does this answer match what I’ve learned in class or from my readings?
• Could this content be biased or inaccurate?

Always consider the learning outcomes underpinning an assignment.  Will the use of gen AI undermine your ability to reach those learning outcomes? Also, Writing helps you think; it’s generative. You may want to consider freewriting or writing notes about sources before using gen AI.

Remember: Use gen AI to complement your research process and supplement your learning, not replace them.

AI can help you learn but using it dishonestly can be a violation of academic policies. We strongly encourage all students to review the University of Guelph Statement on Artificial Intelligence Systems, ChatGPT, Academic Integrity.

• Do not copy-paste gen AI text into your assignment without proper citation (if allowed at all).
  • Note: Students should reference the style guide used in their course to cite gen AI content properly.
• Check your syllabus: Some instructors allow AI use with limits, others don’t.
• Be transparent: If you used AI, say how (e.g., “Used ChatGPT to generate outline only”).
• You are responsible for the content you share: For example, AI can’t be a journal co-author because it can’t take responsibility for content; only people can do that.

Remember: When in doubt, ask your instructor before using gen AI in your work. At the U of G acceptable use of AI is determined by the course instructor and may vary across disciplines, programs and types of assessments.

Before using generative AI, whether in a standalone app or inside familiar software, confirm what’s approved, what data is safe to share, and how your inputs may be stored or reused.

• Avoid sharing personal info, login credentials, or unpublished work.
• Never use or upload other people's content in a gen AI tool even if you are using a paid for or data protected version.
• Free AI tools may use your inputs to train future models—check their terms of service and privacy policies  closely and note where they contradict each other.
• Use university-approved tools when possible.

Many digital tools and software already have AI integrated into their systems. Check these tools to see if AI has been integrated and, if so, review their data privacy policies.

Clear prompts = better results. Remember that prompting is an iterative process; continue to prompt and re-prompt to see how the output from the tool changes.

Try these best practices:

• Be specific: “Summarize this 10-page article in 3 bullet points.”
• Give context: “Explain photosynthesis for a grade 10 student.”
• Use follow-up questions: “Can you simplify that?” or “Give an example.”
• Try again: Tweak your prompt if the answer isn’t helpful.
• Format your prompt for clarity: Use bullet points or numbered lists in your prompts to organize information. 

Check out the examples in the videos below to see how the process can work.