Where's the Line? A Classroom Activity on Ethical and Constructive Use of Generative AI in Physics

TL;DR

This paper introduces a classroom activity for physics students to critically explore the ethical and constructive use of generative AI tools like ChatGPT, fostering responsible engagement with emerging technologies.

Contribution

It presents a novel, structured activity that promotes ethical awareness and metacognitive skills in physics education regarding AI use.

Findings

Students develop ethical reasoning skills.

Enhanced awareness of AI's role in learning.

Fosters collaborative and reflective learning environments.

Abstract

Generative AI tools like ChatGPT are rapidly reshaping how students and instructors engage with course material -- and how they think about academic integrity. This paper presents a classroom activity designed to help physics students critically examine the ethical and educational implications of using AI in coursework. Through a structured sequence of scenario analysis, boundary-setting, and reflective discussion, with optional individual policy writing, students develop the metacognitive, ethical, and collaborative capacities needed to navigate emerging technologies thoughtfully and responsibly. Grounded in research on social constructivist learning, metacognition, and ethics education, the activity positions students as co-creators of an engaged and reflective learning environment.