Abstract
Background
The
use
of
artificial
intelligence
in
the
field
health
sciences
is
becoming
widespread.
It
known
that
patients
benefit
from
applications
on
various
issues,
especially
after
pandemic
period.
One
most
important
issues
this
regard
accuracy
information
provided
by
applications.
Objective
purpose
study
was
to
frequently
asked
questions
about
dental
amalgam,
as
determined
United
States
Food
and
Drug
Administration
(FDA),
which
one
these
resources,
Chat
Generative
Pre-trained
Transformer
version
4
(ChatGPT-4)
compare
content
answers
given
application
with
FDA.
Methods
were
directed
ChatGPT-4
May
8th
16th,
2023,
responses
recorded
compared
at
word
meaning
levels
using
ChatGPT.
FDA
webpage
also
recorded.
for
similarity
“Main
Idea”,
“Quality
Analysis”,
“Common
Ideas”,
“Inconsistent
Ideas”
between
ChatGPT-4’s
FDA’s
responses.
Results
similar
one-week
intervals.
In
comparison
guidance,
it
questions.
However,
although
there
some
similarities
general
aspects
recommendation
regarding
amalgam
removal
question,
two
texts
are
not
same,
they
offered
different
perspectives
replacement
fillings.
Conclusions
findings
indicate
ChatGPT-4,
an
based
application,
encompasses
current
accurate
its
removal,
providing
individuals
seeking
access
such
information.
Nevertheless,
we
believe
numerous
studies
required
assess
validity
reliability
across
diverse
subjects.
Journal of University Teaching and Learning Practice,
Год журнала:
2024,
Номер
21(06)
Опубликована: Апрель 19, 2024
Recent
developments
in
Generative
Artificial
Intelligence
(GenAI)
have
created
a
paradigm
shift
multiple
areas
of
society,
and
the
use
these
technologies
is
likely
to
become
defining
feature
education
coming
decades.
GenAI
offers
transformative
pedagogical
opportunities,
while
simultaneously
posing
ethical
academic
challenges.
Against
this
backdrop,
we
outline
practical,
simple,
sufficiently
comprehensive
tool
allow
for
integration
tools
into
educational
assessment:
AI
Assessment
Scale
(AIAS).
The
AIAS
empowers
educators
select
appropriate
level
usage
assessments
based
on
learning
outcomes
they
seek
address.
greater
clarity
transparency
students
educators,
provides
fair
equitable
policy
institutions
work
with,
nuanced
approach
which
embraces
opportunities
recognising
that
there
are
instances
where
such
may
not
be
pedagogically
or
necessary.
By
adopting
flexible
can
implemented
quickly,
form
much-needed
starting
point
address
current
uncertainty
anxiety
regarding
education.
As
secondary
objective,
engage
with
literature
advocate
refocused
discourse
education,
one
foregrounds
how
help
support
enhance
teaching
learning,
contrasts
focus
as
facilitator
misconduct.
BMC Medical Education,
Год журнала:
2024,
Номер
24(1)
Опубликована: Июнь 26, 2024
Abstract
Background
Artificial
intelligence
(AI)
chatbots
are
emerging
educational
tools
for
students
in
healthcare
science.
However,
assessing
their
accuracy
is
essential
prior
to
adoption
settings.
This
study
aimed
assess
the
of
predicting
correct
answers
from
three
AI
(ChatGPT-4,
Microsoft
Copilot
and
Google
Gemini)
Italian
entrance
standardized
examination
test
science
degrees
(CINECA
test).
Secondarily,
we
assessed
narrative
coherence
chatbots’
responses
(i.e.,
text
output)
based
on
qualitative
metrics:
logical
rationale
behind
chosen
answer,
presence
information
internal
question,
external
question.
Methods
An
observational
cross-sectional
design
was
performed
September
2023.
Accuracy
evaluated
CINECA
test,
where
questions
were
formatted
using
a
multiple-choice
structure
with
single
best
answer.
The
outcome
binary
(correct
or
incorrect).
Chi-squared
post
hoc
analysis
Bonferroni
correction
differences
among
performance
accuracy.
A
p
-value
<
0.05
considered
statistically
significant.
sensitivity
performed,
excluding
that
not
applicable
(e.g.,
images).
Narrative
analyzed
by
absolute
relative
frequencies
errors.
Results
Overall,
820
inputted
into
all
chatbots,
20
imported
ChatGPT-4
(
n
=
808)
Gemini
due
technical
limitations.
We
found
significant
vs
comparisons
0.001).
revealed
“Logical
reasoning”
as
prevalent
answer
622,
81.5%)
error”
incorrect
40,
88.9%).
Conclusions
Our
main
findings
reveal
that:
(A)
well;
(B)
better
than
Gemini;
(C)
primarily
logical.
Although
showed
promising
university
encourage
candidates
cautiously
incorporate
this
new
technology
supplement
learning
rather
primary
resource.
Trial
registration
Not
required.
Education Sciences,
Год журнала:
2024,
Номер
14(6), С. 643 - 643
Опубликована: Июнь 14, 2024
The
increasing
use
of
artificial
intelligence
(AI)
in
education
has
raised
questions
about
the
implications
ChatGPT
for
teaching
and
learning.
A
systematic
literature
review
was
conducted
to
answer
these
questions,
analyzing
112
scholarly
articles
identify
potential
benefits
challenges
related
educational
settings.
selection
process
thorough
ensure
a
comprehensive
analysis
current
academic
discourse
on
AI
tools
education.
Our
research
sheds
light
significant
impact
improving
student
engagement
accessibility
critical
issues
that
need
be
considered,
including
concerns
quality
bias
generated
responses,
risk
plagiarism,
authenticity
content.
study
aims
summarize
utilizations
learning
by
addressing
identified
through
targeted
strategies.
authors
outlined
some
recommendations
will
integration
into
frameworks
enhances
outcomes
while
safeguarding
standards.
Sustainability,
Год журнала:
2024,
Номер
16(14), С. 6118 - 6118
Опубликована: Июль 17, 2024
Artificial
intelligence
(AI)
advances
and
the
rapid
adoption
of
generative
AI
tools,
like
ChatGPT,
present
new
opportunities
challenges
for
higher
education.
While
substantial
literature
discusses
in
education,
there
is
a
lack
systems
approach
that
captures
holistic
view
structure
dynamics
transformation
education
institutions
(HEIs).
To
fill
this
gap,
article
develops
causal
loop
diagram
(CLD)
to
map
feedback
mechanisms
typical
HEI.
We
identify
important
variables
their
relationships
multiple
reinforcing
balancing
loops
accounting
forces
drive
its
impact
on
value
creation
The
model
shows
how,
motivated
by
technology
advances,
HEI
can
invest
improve
student
learning,
research,
administration
while
dealing
with
academic
integrity
problems
adapting
job
market
changes
emphasizing
AI-complementary
skills.
explore
insights,
scenarios,
policy
interventions
recommend
leaders
become
thinkers
manage
complexity
benefit
from
avoiding
traps
may
lead
decline.
also
discuss
notion
HEIs
influencing
direction
directions
future
research
sustainability
HEIs.
Computers and Education Open,
Год журнала:
2024,
Номер
6, С. 100177 - 100177
Опубликована: Апрель 10, 2024
Motivated
by
a
holistic
understanding
of
AI
literacy,
this
work
presents
an
interdisciplinary
effort
to
make
literacy
measurable
in
comprehensive
way,
considering
generic
and
domain-specific
as
well
ethics.
While
many
assessment
tools
have
been
developed
the
last
2-3
years,
mostly
form
self-assessment
scales
less
frequently
knowledge-based
assessments,
previous
approaches
only
accounted
for
one
specific
area
competence,
namely
cognitive
aspects
within
literacy.
Considering
demand
development
different
professional
domains
reflecting
on
concept
competence
way
that
goes
beyond
mere
conceptual
knowledge,
there
is
urgent
need
methods
capture
each
three
dimensions
cognition,
behavior,
attitude.
In
addition,
competencies
ethics
are
becoming
more
apparent,
which
further
calls
very
matter.
This
paper
aims
provide
foundation
upon
future
instruments
can
be
built
provides
insights
into
what
framework
item
might
look
like
addresses
both
measures
than
just
knowledge-related
based
approach.
Advances in computational intelligence and robotics book series,
Год журнала:
2024,
Номер
unknown, С. 1 - 20
Опубликована: Май 28, 2024
ChatGPT's
main
advantage
in
today's
classroom
is
its
capacity
to
offer
students
automated
support.
Students
can
use
ChatGPT
pose
inquiries
and
receive
personalised
feedback
on
their
work.
This
could
enhance
students'
understanding
of
the
subject
matter
boost
performance
as
a
whole.
Furthermore,
might
be
utilised
give
access
learning
practice
activities,
which
will
enable
them
study
more
efficiently.
Teachers
also
instruction
by
using
ChatGPT.
may
develop
interactive
lessons
with
instructors
how
they
are
teaching.
better
tailor
needs
this
feedback.
PLoS ONE,
Год журнала:
2025,
Номер
20(2), С. e0315011 - e0315011
Опубликована: Фев. 5, 2025
The
paper
presents
the
most
comprehensive
and
large-scale
global
study
to
date
on
how
higher
education
students
perceived
use
of
ChatGPT
in
early
2024.
With
a
sample
23,218
from
109
countries
territories,
reveals
that
primarily
used
for
brainstorming,
summarizing
texts,
finding
research
articles,
with
few
using
it
professional
creative
writing.
They
found
useful
simplifying
complex
information
content,
but
less
reliable
providing
supporting
classroom
learning,
though
some
considered
its
clearer
than
peers
teachers.
Moreover,
agreed
need
AI
regulations
at
all
levels
due
concerns
about
promoting
cheating,
plagiarism,
social
isolation.
However,
they
believed
could
potentially
enhance
their
access
knowledge
improve
learning
experience,
efficiency,
chances
achieving
good
grades.
While
was
as
effective
improving
literacy,
digital
communication,
content
creation
skills,
interpersonal
decision-making,
numeracy,
native
language
proficiency,
development
critical
thinking
skills.
Students
also
felt
would
boost
demand
AI-related
skills
facilitate
remote
work
without
significantly
impacting
unemployment.
Emotionally,
mostly
positive
ChatGPT,
curiosity
calmness
being
common
emotions.
Further
examinations
reveal
variations
students'
perceptions
across
different
socio-demographic
geographic
factors,
key
factors
influencing
identified.
Higher
institutions'
managers
teachers
may
benefit
these
findings
while
formulating
curricula
instructions/regulations
use,
well
when
designing
teaching
methods
assessment
tools.
policymakers
consider
strategies
secondary
system
development,
especially
light
changing
labor
market
needs
related
development.
Futurity Education,
Год журнала:
2024,
Номер
unknown, С. 126 - 146
Опубликована: Фев. 13, 2024
Artificial
intelligence
has
become
a
booming
technology
whereas
it
brings
numerous
positive
changes
within
the
educational
process.
The
aim
of
research
is
to
describe
role
artificial
in
education
through
analysis
its
opportunities
and
challenges.
study
involved
integration
qualitative
(interviews,
focus
groups,
classroom
observations)
quantitative
methods
(survey
statistical
analysis).
All
procedures
were
organized
according
ethical
standards
for
data
collection
analysis.
Over
50
recent
scientific
works
selected
analyze
problem
from
different
perspectives
present
comprehensive
overview.
56
participants
representing
instructors
institutions
higher
Ukraine.
inclusion
criteria
based
on
subject
specialization,
institution
type,
curriculum
accreditation,
experience
with
technologies.
It
was
found
that
impacts
include
personalized
adaptive
learning,
automated
administrative
tasks,
enhanced
support,
e-learning
facilitation,
inclusivity,
data-driven
decision
making,
gamification,
increased
engagement,
behaviour
predictive
analytics,
improved
assessment.
challenges
concerned
privacy,
security,
bias,
lack
understanding,
transparency,
necessity
additional
training.
findings
showed
implementation
intelligent
tutoring
systems,
content
creation
Virtual
Reality,
chatbots
can
shape
process
effectively
future
modernize
specialists’
results
be
used
increase
awareness
using
tools.
