Research Questions - Mia Norris

 

Research Questions

For my Unit 2 project, I developed three potential research questions that align with our course inquiry into technology, culture, responsibility, and evolving human systems.

Research Question #1

Has artificial intelligence already begun reshaping how humans think, or is it simply changing how we access information?

Responses: 

- This is dependent on how a person uses it. Overall, AI is changing how we access information for those who use it in school or work, streamlining projects and making jobs more efficient. It’s become a quicker and more in-depth search engine. For people who use AI in order to think about what to cook for dinner or what to wear out with friends, or using it as a venting tool, I think it does have the capability of reshaping human thought and humans' ability to think independently. (McKayla Norris)

- I think AI is mainly changing how we access information rather than how we think. In many ways, it is just a faster version of Google, where people can quickly gather ideas, summaries, or explanations. Humans are still the ones deciding what to believe, how to interpret it, and what to do with the information. (Sophia Barker)

- AI may actually be starting to reshape how people think because it encourages people to look for quick answers rather than working through problems themselves. If people constantly rely on AI to summarize, explain, or generate ideas, they may become less patient with the slower process of critical thinking and problem solving. (Reese Prater)

Research Question #2

Should universities regulate student AI use the same way they regulate plagiarism, or is AI something fundamentally different?

Responses:

⁃ In universities, AI should be encouraged as a brainstorming or research tool to inform assignments or papers. Regulation of AI in the same regard as plagiarism will help maintain the integrity of student's education and will ensure that all final work is from the brain, not a computer. AI is a far more nuanced tool and is inherently different than plagiarism on the surface but can be used to plagiarize if abused. (Mckayla Norris)

- Universities should not treat AI exactly the same as plagiarism because AI can be used responsibly as a learning tool. Many students use it to explain difficult concepts, outline ideas, or get feedback on their writing. Instead of banning it, universities should teach students how to use it ethically and transparently. (Sophia Barker)

- At the same time, there does need to be some regulation because AI can easily replace the work students are supposed to be doing themselves. If assignments are meant to measure a student’s understanding, submitting AI-generated work undermines that goal. Clear policies would help prevent misuse while still allowing limited academic use. (Reese Prater)

Research Question #3

If AI can write essays, create art, and generate ideas in seconds, what does that mean for human creativity?

Responses:

⁃ People are starting to rely more heavily on AI to spark creativity and are losing the ability to critically and creatively think without AI as an aid. AI in small doses can bring human creativity to the next level, but AI alone should not be competing with human ideas and art. If centuries of high regarded art, literature, music, etc. were created without AI, we don’t need it now. At this point, people and companies are only using AI to keep up with others using AI. (Mckayla Norris)

- AI could actually expand creativity rather than replace it. Some artists, writers, and designers use AI as a collaborative tool to experiment with new styles, ideas, or visual concepts they may not have thought of on their own. In this way, AI becomes more like a creative assistant rather than a replacement for human imagination. (Sophia Barker)

- However, there is also a concern that AI-generated content could flood the internet with quickly produced work that lacks originality or meaning. If creativity becomes something that can be generated instantly, society may start to value speed and quantity over the time and effort traditionally involved in creative work. (Reese Prater)

Reflection:

Creating these research questions helped me start thinking more deeply about the role artificial intelligence is beginning to play in everyday life, especially in education and creativity. AI has quickly become a tool that many students, professionals, and companies rely on, but there are still many unanswered questions about how it will shape the future. When I developed these questions, I wanted to explore different perspectives about whether AI is simply a tool for efficiency or something that might fundamentally change how humans think and create.

One thing I noticed while gathering responses is that people tend to have mixed feelings about AI. Some view it as a helpful resource that can make tasks easier, improve productivity, and support learning. Others are more concerned about the potential consequences, such as people becoming too dependent on AI or losing certain problem-solving and creative skills. These different viewpoints made me realize that the conversation around AI is not black and white; it exists somewhere in the middle.

I am particularly interested in the question about creativity because it raises an important cultural issue. If technology can produce essays, art, and music instantly, it forces us to reconsider what makes human creativity valuable. It also raises questions about originality, effort, and authenticity in a world where machines can generate ideas so quickly.

Overall, these questions will help guide my research by encouraging me to examine both the benefits and the risks of artificial intelligence. My goal is to better understand how society can use AI responsibly while still preserving human thought, creativity, and accountability.