Last November, I gave some volunteer drawing classes at a school. Since I had limited space, I had to pick and choose a small number of 9-10yo kids, and asked the students interested to do a drawing and answer "Why would you like to participate in the drawing classes?"

One of the kids used chatgpt or some other AI. One of the parts that gave it away was that, while everyone else wrote something like "I want because", he went on with "By participating, you can learn new things and make friends". I called him out in private and he tried to bullshit me, but it wasn't hard to make him contradict himself or admit to "using help". I then told him that it was blatantly obvious that he used AI to answer for him and what really annoyed me wasn't so much the fact he used it, but that he managed to write all of that without reading, and thought that I would be too dumb or lazy to bother reading or to notice any problems.

I have a similar background and no surprise, it's mostly a problem in my asynchronous class. The ones who have my in person lectures are much more engaged, since it is a fun topic and I don't enjoy teaching unless I'm also making them laugh. No dice with asynchronous.

And yeah, I'm also kinda doing that with my essay questions, requiring stuff you sorta can't just summarize. Important you critical thinking, even if you're not just trying to detect GPT.

I remember reading that GPT isn't really foolproof on verifying bad usage, and I am not willing to fail anyone over it unless I had to. False positives and all that. Hell, I just used GPT as a sounding board for a few new questions I'm writing, and it's advice wasn't bad. There's good ways to use it, just... you know, not so stupidly.