Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(6), P. 569 - 569
Published: May 26, 2024
The
emergence
of
generative
artificial
intelligence
(AI)
such
as
ChatGPT
has
sparked
significant
assessment
concerns
within
tertiary
education.
Assessment
have
largely
revolved
around
academic
integrity
issues
among
students,
plagiarism
and
cheating.
Nonetheless,
it
is
also
critical
to
consider
that
AI
models
trained
on
information
retrieved
from
the
Internet
could
produce
biased
discriminatory
outputs,
hallucination
in
large
language
upon
which
acts
provide
made-up
untruthful
outputs.
This
article
considers
affordances
challenges
specific
assessments
It
illustrates
considerations
for
redesign
with
existence
proposes
Against,
Avoid
Adopt
(AAA)
principle
rethink
assessments.
argues
more
tools
will
emerge
exponentially,
hence,
engaging
an
arms
race
against
policing
use
these
technologies
may
not
address
fundamental
Heliyon,
Journal Year:
2024,
Volume and Issue:
10(11), P. e31887 - e31887
Published: May 25, 2024
AI-powered
chatbots
hold
great
promise
for
enhancing
learning
experiences
and
outcomes
in
today's
rapidly
evolving
education
system.
However,
despite
the
increasing
demand
such
technologies,
there
remains
a
significant
research
gap
regarding
factors
influencing
users'
acceptance
adoption
of
educational
contexts.
This
study
aims
to
address
this
by
investigating
that
shape
attitudes,
intentions,
behaviors
towards
adopting
ChatGPT
smart
systems.
employed
quantitative
approach,
data
were
collected
from
458
participants
through
structured
questionnaire
designed
measure
various
constructs
related
technology
acceptance,
including
perceived
ease
use,
usefulness,
feedback
quality,
assessment
subject
norms,
attitude
behavioral
intention
use
ChatGPT.
Structural
model
analysis
(SEM)
Statistical
techniques
then
utilized
examine
relationships
between
these
constructs.
The
findings
revealed
Perceived
usefulness
emerged
as
predictors
attitudes
education.
Additionally,
norms
found
positively
influence
intentions
purposes.
Moreover,
significantly
proved
actual
few
hypotheses,
relationship
trust
not
supported
data.
contributes
existing
body
information
systems
applications
determining
factor
context.
Computers and Education Artificial Intelligence,
Journal Year:
2024,
Volume and Issue:
6, P. 100201 - 100201
Published: Jan. 4, 2024
The
public
release
of
ChatGPT
in
November
2022
ignited
an
intense
debate
about
the
effects
generative
AI
(GAI)
tools
will
have
on
language
teaching.
advanced
capability
GAI
and
their
rapid
uptake
by
students
has
brought
both
challenges
opportunities
to
teachers.
This
qualitative
study,
using
in-depth
individual
group
interviews
with
ten
beginning
teachers
seventeen
first-year
English
teachers,
explored
readiness
for
professional
work
perceptions
study
found
that
were
generally
ready
use
could
recognize
its
potential
support
work.
was
largely
due
experiences
ChatGPT.
However,
not
had
little
knowledge
them.
provides
insights
into
participants'
readiness;
awareness
capabilities
functions;
utilization
teaching;
views
towards
students'
tools;
thoughts
how
prepare
learners
productively
critically.
implications
preparation
development
early
career
GAI-age.
System,
Journal Year:
2024,
Volume and Issue:
122, P. 103290 - 103290
Published: March 20, 2024
Since
the
public
release
of
ChatGPT
in
November
2022,
generative
AI
tools—capable
creating
human-like
content
such
as
audio,
code,
images,
text,
simulations,
3D
objects,
and
videos—have
gained
significant
attention.
While
impact
these
tools
on
language
teaching
learning
has
been
widely
speculated,
perspective
teacher
educators
concerning
their
influence
initial
education
(ILTE)
remains
unexplored.
This
study
investigates
how
educators,
who
play
a
crucial
role
adapting
ILTE
to
technological
advancements,
perceive
effects
ILTE.
Data
were
collected
through
in-depth
interviews
with
thirteen
English
from
all
four
Hong
Kong
government-funded
universities
offering
Findings
reveal
that
participants
believe
will
substantially
affect
curriculum,
instruction,
assessment.
However,
most
believed
they
lacked
confidence
competence
address
implications
effectively.
highlights
need
for
further
research
training
support
emerging
AI.
Journal of University Teaching and Learning Practice,
Journal Year:
2024,
Volume and Issue:
21(06)
Published: April 19, 2024
Higher
education
is
currently
under
a
significant
transformation
due
to
the
emergence
of
generative
artificial
intelligence
(GenAI)
technologies,
hype
surrounding
GenAI
and
increasing
influence
educational
technology
business
groups
over
tertiary
education.
This
commentary,
prepared
for
Special
Issue
Journal
University
Teaching
&
Learning
Practice
(JUTLP)
on
“Enhancing
student
engagement
using
Artificial
Intelligence
(AI)
chatbots,”
delves
into
complex
landscape
opportunities
threats
that
AI
chatbots,
including
ChatGPT,
introduce
realm
higher
We
argue
while
offers
promise
in
enhancing
pedagogy,
research,
administration,
support,
concerns
around
academic
integrity,
labour
displacement,
embedded
biases,
environmental
sustainability,
increased
commercialisation,
regulatory
gaps
necessitate
critical
approach.
Our
commentary
advocates
development
literacy
among
educators
students,
emphasising
necessity
foster
an
environment
responsible
innovation
informed
use
AI.
posit
successful
integration
must
be
grounded
principles
ethics,
equity,
prioritisation
aims
human
values.
By
offering
nuanced
exploration
these
issues,
our
contribute
ongoing
discourse
how
institutions
can
navigate
rise
GenAI,
ensuring
technological
advancements
benefit
all
stakeholders
upholding
core
Deleted Journal,
Journal Year:
2024,
Volume and Issue:
1(2), P. 103 - 111
Published: March 20, 2024
There
is
a
growing
interest
in
using
generative
artificial
intelligence
(AI)
for
educational
purposes
within
the
higher
education
environments,
while
AI
applications
(such
as
ChatGPT)
can
transform
traditional
teaching
and
learning
methods.
ChatGPT
an
advanced
tool
that
generates
new
content
human-like
responses.
The
purpose
of
this
paper
to
use
research
assistant
order
explore
ways
be
harnessed
enhance
pedagogical
practices
education.
This
qualitative
study,
which
output-responses
generated
by
provided
starting
point
investigation.
various
including
personalized
learning,
automated
assessment
feedback
generation,
virtual
assistants
chatbots,
creation,
resource
recommendation,
time
management,
language
translation
support,
assistance,
simulations
labs.
Other
affordances
strengthen
experience
regard
collaboration
communication,
accessibility
inclusivity,
well
literacy.
When
implementing
tools
such
education,
ethical
considerations
(e.g.,
data
privacy,
transparency,
accessibility,
cultural
sensitivity),
potential
misuses
concerns
need
also
addressed.
Although
aid
generation
content-ideas
further
exploration,
it
complementary-supportive
tool,
its
output
necessitates
human
evaluation
review.
integration
other
process/practices
has
implications
educators,
students,
design
curricula,
university
policy
makers.
Received:
17
January
2024
|
Revised:
27
February
Accepted:
19
March
Conflicts
Interest
author
declares
she
no
conflicts
work.
Data
Availability
Statement
sharing
not
applicable
article
were
created
or
analyzed
study.
International Journal of Educational Technology in Higher Education,
Journal Year:
2024,
Volume and Issue:
21(1)
Published: May 23, 2024
Abstract
Generative
artificial
intelligence
provides
both
opportunities
and
challenges
for
higher
education.
Existing
literature
has
not
properly
investigated
how
this
technology
would
impact
assessment
in
This
scoping
review
took
a
forward-thinking
approach
to
investigate
generative
transforms
We
used
the
PRISMA
extension
reviews
select
articles
report
results.
In
screening,
we
retrieved
969
selected
32
empirical
studies
analysis.
Most
of
were
published
2023.
three
levels—students,
teachers,
institutions—to
analyses
articles.
Our
results
suggested
that
should
be
transformed
cultivate
students’
self-regulated
learning
skills,
responsible
learning,
integrity.
To
successfully
transform
education,
(i)
teacher
professional
development
activities
assessment,
AI,
digital
literacy
provided,
(ii)
teachers’
beliefs
about
human
AI
strengthened,
(iii)
teachers
innovative
holistic
their
teaching
reflect
transformation.
Educational
institutions
are
recommended
rethink
policies,
as
well
provide
more
inter-disciplinary
programs
teaching.
Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(2), P. 172 - 172
Published: Feb. 7, 2024
Many
educators
and
professionals
in
different
industries
may
need
to
become
more
familiar
with
the
basic
concepts
of
artificial
intelligence
(AI)
generative
(Gen-AI).
Therefore,
this
paper
aims
introduce
some
AI
Gen-AI.
The
approach
explanatory
is
first
underlying
concepts,
such
as
intelligence,
machine
learning,
deep
neural
networks,
large
language
models
(LLMs),
that
would
allow
reader
better
understand
AI.
also
discusses
applications
implications
on
businesses
education,
followed
by
current
challenges
associated
Cureus,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Jan. 27, 2024
Background:
The
impact
of
generative
artificial
intelligence-based
Chatbots
on
medical
education,
particularly
in
Southeast
Asia,
is
understudied
regarding
healthcare
students'
perceptions
its
academic
utility.
Sociodemographic
profiles
and
educational
strategies
influence
prospective
practitioners'
attitudes
toward
AI
tools.
Aim
objectives:
This
study
aimed
to
assess
university
knowledge,
attitude,
practice
ChatGPT
for
purposes.
It
explored
chatbot
usage
frequency,
purposes,
satisfaction
levels,
associations
between
age,
gender,
variables.
Methodology:
Four
hundred
forty-three
undergraduate
students
at
a
Malaysian
tertiary
institute
participated,
revealing
varying
awareness
levels
ChatGPT's
Despite
concerns
about
accuracy,
ethics,
dependency,
participants
generally
held
positive
academics.
Results:
Multiple
logistic
regression
highlighted
demographics,
use.
MBBS
were
significantly
more
likely
use
academics
than
BDS
FIS
students.
Final-year
exhibited
the
highest
likelihood
Higher
knowledge
correlated
with
increased
usage.
Most
users
(45.8%)
employed
aid
specific
assignment
sections
while
completing
most
work
independently.
Some
did
not
it
(41.1%),
others
heavily
relied
(9.3%).
Users
also
various
from
generating
questions
understanding
concepts.
Thematic
analysis
responses
showed
data
plagiarism,
ethical
issues,
dependency
tasks.
Conclusion:
aids
creating
guidelines
implementing
GAI
chatbots
emphasizing
benefits,
risks,
informing
developers
educators
potential
academia.
Advances in educational technologies and instructional design book series,
Journal Year:
2024,
Volume and Issue:
unknown, P. 433 - 461
Published: Feb. 7, 2024
This
chapter
explores
the
integration
of
generative
AI
in
higher
education
assessment,
addressing
inadequacies
traditional
methods
meeting
diverse
needs
contemporary
learners.
It
highlights
potential
technologies,
such
as
natural
language
processing
and
computer
vision,
to
offer
personalized,
scalable,
insightful
evaluations.
The
critically
examines
both
enhanced
capabilities
introduced
by
educational
settings
ethical
challenges
it
poses.
Emphasizing
need
for
a
balanced
approach,
suggests
synergizing
AI's
analytical
strengths
with
human
expertise
ensure
equitable
effective
assessments.
work
aims
guide
educators,
administrators,
policymakers
through
complexities
adoption
academic
evaluation,
focusing
on
maintaining
integrity
inclusivity
while
leveraging
transformative
education.
