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Mrs. Vacala (Bank) was previously an English teacher, then transitioned to being the new library media specialist. She enjoys reading fantasy, historical fiction, and dystopian novels for the entertaining plot. She is a proud Whitewater Warhawk, loves the Packers, but she is really here for the Taylor Swift music.

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Cite This Webpage

McAdoo, T. (2024, February 23). How to cite ChatGPT. APA Style. https://apastyle.apa.org/blog/how-to-cite-chatgpt

We, the APA Style team, are not robots. We can all pass a CAPTCHA test, and we know our roles in a Turing test. And, like so many nonrobot human beings this year, we've spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT. We've also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we'll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you've used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT "chat" are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications, with ChatGPT-generated text there is no person communicating. Quoting ChatGPT's text from a chat session is therefore more like sharing an algorithm's output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with "Is the left brain right brain divide real or a metaphor?" the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, "the notation that people can be characterized as 'left-brained' or 'right-brained' is considered to be an oversimplification and a popular myth" (OpenAI, 2023).
Reference
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of "What is a more accurate representation?" the ChatGPT-generated text indicated that "different brain regions work together to support various cognitive processes" and "the functional specialization of different regions can change in response to experience and environmental factors" (OpenAI, 2023; see Appendix A for the full transcript).
Reference
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

Parenthetical citation: (OpenAI, 2023)

Narrative citation: OpenAI (2023)

Let's break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is "ChatGPT," so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using "ChatGPT" as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what's being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor "Large language model" in square brackets. OpenAI describes ChatGPT-4 as a "large multimodal model," so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat. For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher's homepage).

Other questions about citing ChatGPT

You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references-four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model's interpretation of them.

We've also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications?

On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.

For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.

We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.

Reference

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

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This post outlines how to create references for large language model AI tools like ChatGPT and how to present AI-generated text in a paper.

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What do we do at Paw Prints?

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Positioning AI as a mentor or simulator of real-world scenarios can promote student inquiry and aid project-based learning.

Picture students passionately debating about an original inquiry but hitting a roadblock. Disagreements arise, and learners crave solutions.

Next, imagine that students turn to ChatGPT to overcome these obstacles in their thinking. How can ChatGPT be used as such a tool? I'd like to share three ways to harness ChatGPT to bolster student-led inquiry.

1. SIMULATing SCENARIOS

Showing students that ChatGPT can simulate real-world scenarios offers them another way to problem-solve. Students can use strategies and ideas presented by ChatGPT's simulation and apply them to their learning context.

For example, this prompt for ChatGPT is crafted in a way that presents a student project (such as making a newspaper, book, or other product). I share the educational framework I'm using with my students and write, in detail, about what decisions the students get to make within the project or inquiry. I position students as practitioners (e.g., scientists, editors, writers, historians), and I give details about the problem they are facing. I also share important role details, such as how another student may be in a position of authority (the lead historian for the project or the manager of the science lab, for example).

I then share that we want to know what real-life professionals would do when there is disagreement. "Could you please simulate a scenario where two such professionals disagree, and make your response as realistic as possible?" I ask ChatGPT, sharing that students would like to use some of the strategies in the simulation to problem-solve in their project.

The framing of this simulation prompt is applicable across subjects; for example, I similarly managed to prompt ChatGPT to simulate a disagreement about chemical application for a science project.

2. EMPOWERing CRITICAL THINKING

I like to involve students in this process of thinking about how best to gather information and strategies to address problems within their learning context. Scaffolding the process positions students to independently harness ChatGPT to problem-solve. I like to use the " I do, we do, you do " teaching strategy.

For example, I brainstorm one or two problems that may arise from an inquiry in front of the class (I do). Then, students brainstorm possible problems that may arise from a project or inquiry (we do). I add onto their ideas, and we might end up with something like this: Student A strongly disagrees that student B should use certain chemicals in a science experiment.

I show students the prompt and break down its specifics or even distribute the prompt in printed form for group analysis. And then I demonstrate how to use ChatGPT to simulate a scenario. As a class, we select one of the problems that students brainstormed and use ChatGPT to simulate a scenario. After we practice prompting, they try to generate their own simulations and scenarios using new prompts. Eventually, students share their solutions on a Padlet or shared Word document.

ChatGPT may generate inaccuracies, which become learning opportunities for both the students and the teacher. Have a section on Padlet or a shared Word document for students to share possible errors that may need further examination. Here are some questions that educators can use to guide this type of examination: How do we know that ChatGPT gave us a faulty response? Why did these issues surface? Can they be rectified?

When students read ChatGPT's responses and discern inaccuracies, they further strengthen their critical reading skills and learn that ChatGPT is a tool, not a replacement for humans.

3. PROGRAMming AN EXPERT

Visits from experts sustain inquiry in project-based learning (PBL). Experts provide students with firsthand insights on a topic of study. When prompted, ChatGPT can give students an expert experience as well.

For example, students can prompt ChatGPT to become a mentor. Students can then type their questions into ChatGPT and read answers from the simulated mentor. Here is a prompt that I used successfully.

To frame this type of prompt, I ask ChatGPT to become a historian, literature professor, biologist, author, chemist, or other mentor. I tell ChatGPT that students will ask it questions and that it should be as unbiased as possible, making sure to answer factually. I then say that students will be focusing on a given topic-for example, World War II, Jonathan Swift's A Modest Proposal, or Newton's gravity law.

I tell it that its task is to be an expert about the topic so that students can better understand the objective or goal of the lesson.

SupportING STUDENTS' AI EXPLORATION

When used strategically to provide solutions, mend disagreements, and enhance students' critical thinking skills as they work through different simulations, ChatGPT can become a tool in the classroom.

By practicing the strategies above, students become empowered to make decisions during student-led inquiries that are aided by AI. And in doing so, they learn how to position ChatGPT as a mentor that is supportive of their ideas and questions.

AI is an innovation that will continue to evolve in education. By empowering students with these strategies, we can help them learn more about AI's vastness and capabilities. AI is more than a fact generator. Students can use skills gained from this article (and their other AI pieces as well) to experiment and explore possibilities within this ever-evolving AI landscape.

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Using ChatGPT to Support Student-Led Inquiry

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Positioning AI as a mentor or simulator of real-world scenarios can promote student inquiry and aid project-based learning.

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