Studies on the Ethics and Effects of AI Chatbots/Tools in Providing Task Assistance for School Assignments and Tasks

Abstract

AI chatbots are becoming highly popular among students as they use it as a tool to complete school assignments and accomplish projects. This study critically reviews the literature concerning the ethical issues and educational impact of their use. The research is structured around three key aspects: (a) students’ and teachers’ perspectives on the use of AI chatbots in academic tasks, (b) advantages, including personal support and immediate feedback, with limitations, such as potential misuse, and (c) ethical challenges, such as academic dishonesty, data privacy risk and the reliance on AI tools. This study also focuses on how AI chatbots affect student engagement, learning outcomes, and critical thinking skills. These tools are ingenious in their attempts to make learning more engaging but also bring with them risks that could choke off the growth of critical academic and life skills. Based on the literature analysis and survey of educators’ and university students’ opinions, this paper provides recommendations on how to effectively address the implementation of AI chatbots in school context. It is for the purpose of assisting schools to put the benefits of explaining AI tools into equities and managing the ethical issues arising from their application. This research is highly appropriate for conducting at the present time because the introduction of AI tools in learning processes has been progressing rampantly in recent years.

Introduction

AI chatbots are transforming education by providing instant answers, personalized learning, and round-the-clock support. While these tools enhance efficiency and engagement, they also raise ethical concerns such as academic dishonesty, data privacy risks, and student overdependence.

2. Definitions

• AI (Artificial Intelligence): Machines mimicking human tasks like learning and decision-making.

• AI Chatbots: Software that simulates human communication through text or voice. They vary in complexity, from rule-based bots to advanced generative AI and voice-enabled assistants.

3. Literature Review

Studies (2022–2024) identify benefits (e.g., motivation, personalized support) and risks (e.g., plagiarism, reduced critical thinking). Key points:

• Academic Integrity: 60% of teachers observed increased plagiarism due to chatbot use.

• Data Privacy: Most chatbot systems lack proper safeguards for protecting student data.

• Overreliance: Students risk reduced cognitive development by depending too heavily on AI for problem-solving.

• Equity Concerns: Uneven access to AI tools could widen educational inequality.

• Researchers emphasize the need for ethical frameworks, AI literacy, and regulatory measures.

4. Research Problem & Objectives

The study explores how chatbot use affects academic standards, critical thinking, and student behavior, aiming to:

• Examine ethical issues.

• Understand impacts on integrity and cognition.

• Propose responsible usage strategies.

5. Hypotheses

1. AI chatbots increase academic dishonesty.

2. Students may become overdependent and lose cognitive skills.

3. Proper ethical use can mitigate risks.

6. Methodology

A secondary research approach analyzed studies and surveys on AI chatbot use in education, focusing on academic integrity, student reliance, and ethical concerns.

7. Results & Discussion

• Widespread Use: 86% of students use AI tools; 24% use them daily.

• Integrity at Risk: 65% use AI for assignments; 39% rely heavily on it.

• Critical Thinking Impacted: Overreliance reduces students’ problem-solving abilities.

• Ethical Use Works: Institutions with strong AI policies report fewer integrity issues and better learning engagement.

Conclusion

The aim of this study was to examine the ethical challenges presented by AI chatbots in school assignments relating to evaluating the possibility for it to jeopardize academic integrity, interfere with cognitive development and encourage overreliance. The findings corroborate that AI chatbots can amplify learning by so supplementing a teacher’s effort and becoming a component in the learning experience. However, over utilising AI chatbots to replace tasks with non authentic participation from a genuine student amount to academic dishonesty. Using these tools over time leads to an erosion of important critical thinking and problem-solving abilities and reinforce the need for ethical regulations around their use. The findings strongly justify the need for strict guidelines to regulate most applications of AI chatbots in educational environments. AI should not replace, but supplement, what students are capable of thinking, acting as support, not as a crutch. To prevent the irresponsible use of these technologies, we need effective policies and AI literacy programs. However, the study concludes that while the AI chatbot potential is valuable, integration must be carefully managed. It is important to notice that educational institutions need to clearly militate towards establishing ethical frameworks in education and maintain a balanced approach with a balance of technology with Academic Integrity and student development.

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Copyright

Copyright © 2025 Abhinav Balamurugan. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.