ChatGPT – An Astonishing AI & A New Way To Look At Plagiarism

By Holly Billinghurst… and Chat GPT

ChatGPT is a new version of the popular GPT (Generative Pre-trained Transformer) language model developed by OpenAI. In plain English, that’s the artificial intelligence that sits behind chatbots and other natural language interfaces such as Alexa, Siri, and Google Home. ChatGPT was launched over the past few weeks and was specifically designed for chatbots and conversational AI applications.

artificial intelligence chatGPT

You may already be familiar with the Turing Test – a psychological test applied in Artificial Intelligence and Robotics to identify whether a computer can “pass” as a human. Chat GPT certainly meets many of the benchmarks for this which has caused alarm bells in schools and universities where students may be tempted to use the free tool to generate assignments and homework answers.

One of the main advantages of ChatGPT is its ability to generate human-like responses in a conversation. This is achieved through its use of a transformer architecture and pre-training on a large dataset of human conversations. The model is able to understand the context of a conversation and generate appropriate responses, making it a useful tool for building chatbots that can engage in natural and coherent conversations with users.

What is ChatGPT?

In addition to its ability to generate human-like responses, ChatGPT also has a number of other useful features. The program has the ability to keep track of information mentioned earlier in a conversation and use it to inform its responses later on. This makes for a much more human approach to a conversation with the ability to respond not just to the last thing that was said, but based on the conversation as a whole. It can also handle multiple turns in a conversation, allowing it to have a more complex conversation with a user or even make recommendations based on several ideas.

One of the key applications of ChatGPT is in customer service chatbots. These chatbots can handle a wide range of inquiries and requests from customers, freeing up human customer service representatives to handle more complex or time-sensitive issues. ChatGPT can also be used to build chatbots for other applications, such as providing information or assisting with tasks.

One of the challenges in building chatbots with ChatGPT is ensuring that the responses generated by the model are accurate and appropriate. This can be achieved through careful training and fine-tuning of the model on a dataset of high-quality, human-generated conversations. It is also important to monitor the performance of the chatbot and make adjustments as needed to ensure that it is able to provide useful and relevant responses to users.

Why Does ChatGPT Concern Schools & Universities?

plagiarism and cheating

Whilst copy writers and HTML developers may be concerned about the rise in machine learning replacing much of the basic work that they do, schools, colleges, and universities are concerned about detecting students who use the software to generate answers for assignments and coursework.

As many plagiarism checkers are based on data that already exists, large changes are required in these to deal with generated answers. Thankfully, the developers of ChatGPT (openAI) have also developed software that can give a probability rating for whether an essay or answer has been written using their software. With both systems being developed at the same time, the accuracy of the checker is high.

Detecting “fake” assignments will require a more human approach as our style of writing is often very much like our fingerprint – it’s unique to us. The better we know a student, the more likely it is that we are able to authenticate their work. It’s certainly an argument for smaller class sizes and more time with our individual students.

Despite these concerns, the ability for chatGPT to generate human-like responses and handle complex conversations makes it a powerful tool for building chatbots that can provide useful and engaging experiences for users. As the technology continues to improve and advance, we can expect to see ChatGPT and other conversational AI models play an increasingly important role in our daily lives.

Could you tell which section was human & which was generated by chatGPT? Click expand to see the answer:

Click to see answer

Human content is in white

chatGPT content is in blue

ChatGPT is a new version of the popular GPT (Generative Pre-trained Transformer) language model developed by OpenAI.

In plain English, that’s the artificial intelligence that sits behind chatbots and other natural language interfaces such as Alexa, Siri, and Google Home. ChatGPT was launched over the past few weeks and was specifically designed for chatbots and conversational AI applications.

artificial intelligence chatGPT

You may already be familiar with the Turing Test – a psychological test applied in Artificial Intelligence and Robotics to identify whether a computer can “pass” as a human. Chat GPT certainly meets many of the benchmarks for this which has caused alarm bells in schools and universities where students may be tempted to use the free tool to generate assignments and homework answers.

One of the main advantages of ChatGPT is its ability to generate human-like responses in a conversation. This is achieved through its use of a transformer architecture and pre-training on a large dataset of human conversations. The model is able to understand the context of a conversation and generate appropriate responses, making it a useful tool for building chatbots that can engage in natural and coherent conversations with users.

What is ChatGPT?

In addition to its ability to generate human-like responses, ChatGPT also has a number of other useful features. The program has the ability to keep track of information mentioned earlier in a conversation and use it to inform its responses later on. This makes for a much more human approach to a conversation with the ability to respond not just to the last thing that was said, but based on the conversation as a whole. It can also handle multiple turns in a conversation, allowing it to have a more complex conversation with a user or even make recommendations based on several ideas.

One of the key applications of ChatGPT is in customer service chatbots. These chatbots can handle a wide range of inquiries and requests from customers, freeing up human customer service representatives to handle more complex or time-sensitive issues. ChatGPT can also be used to build chatbots for other applications, such as providing information or assisting with tasks.

One of the challenges in building chatbots with ChatGPT is ensuring that the responses generated by the model are accurate and appropriate. This can be achieved through careful training and fine-tuning of the model on a dataset of high-quality, human-generated conversations. It is also important to monitor the performance of the chatbot and make adjustments as needed to ensure that it is able to provide useful and relevant responses to users.

Why Does ChatGPT Concern Schools & Universities?

plagiarism and cheating

Whilst copy writers and HTML developers may be concerned about the rise in machine learning replacing much of the basic work that they do, schools, colleges, and universities are concerned about detecting students who use the software to generate answers for assignments and coursework.

As many plagiarism checkers are based on data that already exists, large changes are required in these to deal with generated answers. Thankfully, the developers of ChatGPT (openAI) have also developed software that can give a probability rating for whether an essay or answer has been written using their software. With both systems being developed at the same time, the accuracy of the checker is high.

Detecting “fake” assignments will require a more human approach as our style of writing is often very much like our fingerprint – it’s unique to us. The better we know a student, the more likely it is that we are able to authenticate their work. It’s certainly an argument for smaller class sizes and more time with our individual students.

Despite these concerns, the ability for chatGPT to generate human-like responses and handle complex conversations makes it a powerful tool for building chatbots that can provide useful and engaging experiences for users. As the technology continues to improve and advance, we can expect to see ChatGPT and other conversational AI models play an increasingly important role in our daily lives.

Can I Sit iGCSE Computer Science In A Year?

One of the best parts of home education is the flexibility that we have around providing a suitable education. That flexibility means that learning can be adapted to the individual child and family, but also suited to their interests.

The changes to the Cambridge International iGCSE Computer Science specification have led to many conversations in the Home Education community about the feasibility of still sitting in a single year. Before reading this blog, I’d like to make an impassioned plea to you to read this and answer each question objectively. Some of the answers are not always comfortable (even for me), and it’s worth spending some time considering these before making that leap.

Have you already studied Computer Science?

If you have found yourself suddenly on your home education journey late in year 10 or at the start of year 11 and want to continue studying Computer Science, then switching exam boards may be the right move for you. With a year of study already under your belt (even if this was interrupted or not what you’d hoped for), then the chances are that you’ve covered the foundations.

Jumping into Computer Science and hoping to retain the wide syllabus in a year without previous study is a really big ask. For anyone… but not impossible. I say this as someone who started a Computer Science degree having never programmed before. Would I recommend that to anyone else? Absolutely not. It was not a fun experience until the lightbulb went on, and it took a lot of hard work and stubborness to get there.

Are you a confident programmer?

If you’ve been programming for a while using a text based language like Python, C#, or even JavaScript then you’ve likely already been working with many of the concepts that you’ll cover in the iGCSE programming paper. Although the programming paper is only 50% of the specification, far longer is spent on programming as it takes time to learn and build confidence.

Much like any other type of language, practice is the key to confidence and if you’re already a confident programmer then you’ll likely be able to cope well with a condensed course.

Do you have the time? (120 hours)

For a condensed 1 year course, this will likely be across just 30 weeks if you aren’t working through holidays (which is generally the case with a Distance Learning Provider or DLP). On average, this will mean dedicating 4 or more hours every week to just Computer Science.

If you do fall behind due to illness or a holiday, this makes it much harder to catch up.

Why do you want to condense the course?

Reasons for wanting to condense a course will vary, but if your reason isn’t “because I need to” it’s worth considering the impact of this decision on your final grade. On average, those who don’t rush a subject will generally do better and in particular, in Computer Science there is a trend for “pass” grades to be generally more difficult to reach. This tends to be due to the time needed for the more practical elements of programming and computational thinking which are often not seen in other subjects.

From my own experience of teaching and tutoring Computer Science since 2009, the subject remains one with a higher percentage of students who do really well and when they don’t, they really don’t. This certainly seems to be a theory backed up by year on year data shown above.

Where will you be on the graph?

Summer 2022 Games Jam Blog

This year, as so many of our students from different courses had expressed an interest in games design and with the launch of my new Creative iMedia Games Design distance learning course in September, we decided to run a summer of online sessions dedicated to joining the OpenGameArt games jam.

As we move through each weekly session, I’ll be adding a gallery of everyone’s work (if they want to share it) here alongside some updates on what we’re all coding. If you are signed up to the Games Jam, please us our online message board to talk to me & others in our group!

Would you like to join our Summer Games Jam Sessions?

Sign Up Here


Week 1 – 8th June : Digital Art

Our first session was dedicated to creating 2D art for our games using the Pixilart website.

The rules of the Open Game Art Summer Games Jam mean that any art that we want to create ourselves must be created & uploaded to the OpenGameArt website before 1st July.

Check out some of the fantastic creations that we created as a group!

If you’d like your art featured, please add a link on the group message board.


Week 2 – 15th June : Animation

Animating our sprites this week was so much fun! As we created our sprites last week, this week we brought them to life using our chosen games development tools by setting the frames of our sprites and creating the code which turned them into animated objects.

As some people finished their animations in the sessions, we also looked at the beginnings of collision detection.

Whilst most people opted to use Scratch (we love Scratch!), some decided to use GameMaker which is a more complex tool and is used as part of the Creative iMedia course as well as being used by professional developers to create well known games!

Beans flying pidgeon was created from several detailed images put together as one object

Animated images went from simple shapes to some fantastic digital images, all created with Pixel Art.

This session was a good opportunity for us to introduce some of the similarities and differences between our development platforms. It was also great fun explaining why using Scratch isn’t just for beginners – each new idea can be planned out using the Scratch code blocks to create an example algorithm which can be coded in text later!

Wynter’s game has Sonic riding Yoshi through a forest

Creating our animated images also sparked some useful discussions about copyright and what makes an image a copy vs “inspired by”. With our example games, we suggested that it was ok to use characters that we wouldn’t use if we were going to publish the game.

For our final games, we’ll be checking that none of our art work will land us in hot water!

Games Jam animated sprite
Holly’s slime used 4 frames and animated at 4 frames per second (FPS)


Week 3 – 22nd June : Character Movement

Today’s session was aimed at character movement and controlling a sprite using the keyboard. This also meant looking at different ways to add in collision detection to stop our sprites whizzing off the edge of the screen!

Rocco made use of extra sprites to create a barrier at the edge of the screen

As with all weeks, sharing code & images has been up to individuals and so the images shown do not represent every peron who is part of the group.

Movement of sprites was different for everyone with some people using WASD, others using arrow keys, and some opting to create jumping movement using the space bar.

This section was where Scratch and GameMaker showed a real difference as some of our group opted to set themselves a challenge by learning the GameMaker scripting language.

Although this caused some frustrations, we’re so proud of everyone’s efforts this week as it’s been a huge learning curve for everyone!

Don’t forget that you can get help or share your work in between sessions on the Summer Games Jam 2022 message boards.


Week 4 – 29th June : Collision Detection & Announcing The Theme!

Today was our final practice workshop before we start creating our real games from the 1st July! It was great seeing some of the work that group members have been doing this week, learning about their chosen platform.

This week, the theme of the OGA Summer Games Jam was announced as SLIME! This means that all games we create & submit in July will need to have a slimey theme of some kind…

Part of today’s session, was making sure that we had a safe account set up on www.itch.io (if you are unsure about safety features, please ask!) and that we had selected “Join Jam” on the OGA Summer Games Jam entry page.

One of the rules of the Games Jam is that at least 6 assets from anywhere on the OpenGame Art website must be used & credited in every game. These can include artwork of our own & these will count towards the 6 assets if they are uploaded to the Open Game Art website before the deadline (1st August 2022).

As our group uploads their assets, we will share them here – please add your credit and link to the message boards to be included in our list :

AssetOpenGameArt LinkCredit
Cute Slimehttps://opengameart.org/content/cute-slimeTitle: Slime Animation
Author: TeachAllAboutIT
URL: https://opengameart.org/content/cute-slime
License(s): * CC0 ( http://creativecommons.org/publicdomain/zero/1.0/legalcode )

Today’s work focused on collision detection and generating extra “clones” of objects in a game and gave everyone a chance to spend some time working on their ideas and practice games.

We also looked at how to add credits to games by adding Credits to a Scratch Game, or as a Credits screen in a GameMaker / Unity game.

Adding Credits to Scratch

Am I Revising Too Much?

With exam season about to get into full swing after several years of teacher assessment, it seems a strange question to ask, but stop and ask yourself “Am I revising too much?” Just how much is too much? And how much should you study during the holidays leading up to exams?

Even teachers and tutors are out of practice and are finding this year a shock to the system with revision. Over the past few years, our skills in striking a delicate balance between head in the books and head space need sharpening. In particular, those of you sitting A Levels in 2022 are the first in generations to be sitting exams for the first time at age 18.

Exams are not just about the ability to simply recall key words, but being able to apply then in context; and this is where long term memory techniques are needed! Comitting information to your long term memory requires a combination of repetation of similar topics in small chunks, and a low stress environment.

According to Barnaby Lennon, ICS (Independent School Council) Chairman and former Headmaster of Harrow, students should be revising for 7 hours each day for most of the Easter Holidays. This applies to both gcse and a level students. Whilst I don’t entirely disagree with him (and certainly don’t disagree with his methods), my own approach uses the 10-minute approach that can be applied to any year group.

The 10 minute method is usually applied to the amount of time for homework during a usual term time. But can be easily adapted to plan revision during the holidays full stop new line the system suggests 10 minutes of study for each year of education per day. For example, in year 11 in the UK, you’ve been in formal education for 12 years:

12 x 10 minutes = 120 minutes or 2 hours per night

This means that over 5 days you’ll be studying 2 hours per night or 10 hours per week when also attending school with usual lessons.

Revision Takes Time
Revision takes time. But how long?

Using Barnaby Lennon’s theory, if you continue your 2 hours of homework time throughout the holidays and add the time you would usually be in class (5 hours) then 7 hours makes perfect sense. However, class time also includes group discussion, admin (register, answering questions, other disruptions) so working individually may not actually require quite so long.

Instead, try this equation for working out your revision schedule (even if your exams are looming large, it’s not too late to set a schedule!):

10 Minute Rule (TMR)  = (Year Group + 1) x 10 minutes

TMR x 5

Add (2 x Number of Subjects)

Using this, the average Year 11 with eight GCSE subjects could calculate their time in the following way:

TMR = (11 + 1) x 10 = 120 minutes per day (2 hours)

(TMR x 5) + (Subjects x 2)

(2 x 5) + (8 x 2)

10 + 16

= 26 Hours per week during the holidays

  OR

  5.2 hours each day

But how do I spend that much time studying?!

Breaking down your revision into manageable chunks will help. using the calculation above, you could cover all 8 subjects each day with 40 minutes per subject.

Study for 80 minutes, then build in a 20-minute break. The example below shows how you could divide your eight subjects into smaller, more manageable daily chunks. This is a technique called “time chunking’ that many bloggers and vloggers use to maximise their time:

9.00English
9.40Maths
10.20BREAK
10.40History
11.20German
11.40LUNCH
12.40Computer Science
1.20Science 1
1.40BREAK
2.20Music
2.40Science 2
3.20FREEDOM!


For the days you want to go out with friends, or just have a little downtime, split the study in two or get started little earlier. Don’t be tempted to remove the breaks though! It’s important to give your brain some time to digest the information – just like you wouldn’t go for a run straight after a meal.


If you’re struggling to set out your study plan, you can always use a timetable templates like my Painlessly Planned Revision planner to help get organised. Just remember to spend more time revising then planning!