Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives

International Journal of Educational Technology in Higher Education, Год журнала: 2024, Номер 21(1)

Опубликована: Март 25, 2024

Abstract In recent years, higher education (HE) globally has witnessed extensive adoption of technology, particularly in teaching and research. The emergence generative Artificial Intelligence (GenAI) further accelerates this trend. However, the increasing sophistication GenAI tools raised concerns about their potential to automate research processes. Despite widespread on various fields, there is a lack multicultural perspectives its impact HE. This study addresses gap by examining usage, benefits, from standpoint. We employed an online survey that collected responses 1217 participants across 76 countries, encompassing broad range gender categories, academic disciplines, geographical locations, cultural orientations. Our findings revealed high level awareness familiarity with among respondents. A significant portion had prior experience expressed intention continue using these tools, primarily for information retrieval text paraphrasing. emphasizes importance integration education, highlighting both benefits concerns. Notably, strong correlation between dimensions respondents’ views related GenAI, including as dishonesty need ethical guidelines. We, therefore, argued responsible use can enhance learning processes, but addressing may require robust policies are responsive expectations. discussed offered recommendations researchers, educators, policymakers, aiming promote effective education.

Язык: Английский

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Drivers of generative AI adoption in higher education through the lens of the Theory of Planned Behaviour

Technology in Society, Год журнала: 2024, Номер 77, С. 102521 - 102521

Опубликована: Март 25, 2024

Drawing on the Theory of Planned Behaviour (TPB), this study investigates relationship between perceived benefits, strengths, weaknesses, and risks generative AI (GenAI) tools fundamental factors TPB model (i.e., attitude, subjective norms, behavioural control). The also structural association variables intention to use GenAI tools, how latter might affect actual usage in higher education. paper adopts a quantitative approach, relying an anonymous self-administered online questionnaire gather primary data from 130 lecturers 168 students education institutions (HEIs) several countries, PLS-SEM for analysis. results indicate that although lecturers' students' perceptions weaknesses differ, strengths advantages technologies have significant positive impact their attitudes, control. core positively significantly intentions which turn adoption such tools. This advances theory by outlining shaping HEIs. It provides stakeholders with variety managerial policy implications formulate suitable rules regulations utilise these while mitigating impacts disadvantages. Limitations future research opportunities are outlined.

Язык: Английский

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Understanding the diffusion of AI-generative (ChatGPT) in higher education: Does students' integrity matter?

Computers in Human Behavior Reports, Год журнала: 2024, Номер 14, С. 100402 - 100402

Опубликована: Март 14, 2024

ChatGPT, an AI-powered language model, is revolutionising the academic world. Scholars, researchers, and students use its advanced capabilities to achieve their educational objectives, including generating innovative ideas, delivering assignments, conducting extensive research projects. Nevertheless, of ChatGPT among contentious, giving rise significant apprehensions regarding integrity AI-facilitated deceit. At same time, scholarly communities currently need more well-defined standards for adopting such academia-oriented technology. This study aims determine students' using Unified Theory Acceptance Use Technology (UTAUT) Social Cognitive (SCT), notably role in determining adoption behaviour. The analysis 921 responses demonstrated that utilisation influenced positively by performance expectancy, social influence, self-efficacy, technology personal anxiety. Conversely, student was found negatively impact usage. Remarkably, has a positive moderating effect between effort expectancy it negative on link self-efficacy with Hence, we propose community, AI model developers, publishers, relevant stakeholders collaborate establish explicit rules chatbots ethical manner purposes.

Язык: Английский

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Generative Artificial Intelligence in Higher Education: Exploring Ways of Harnessing Pedagogical Practices with the Assistance of ChatGPT

Deleted Journal, Год журнала: 2024, Номер 1(2), С. 103 - 111

Опубликована: Март 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.

Язык: Английский

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Acceptance and use of ChatGPT in the academic community

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Май 18, 2024

Abstract Since OpenAI released ChatGPT, the discussion on its usage in education has been conducted by students and teachers of every level. Also, many studies have performed tool’s possibilities threats related to usage, such as incomplete or inaccurate information obtained even plagiarism. Many universities worldwide introduced specific regulations ChatGPT academic work. Furthermore, research using their attitudes towards it appeared. However, a gap exists higher teachers’ acceptance AI solutions. The goal this was explore level academics Poland, well point out factors influencing intention use tool. study motivation an ongoing mainly focusing disadvantages solutions used scientific work willingness fill showing toward AI. data collected online inviting from Polish public complete prepared survey. survey Unified Theory Acceptance Use Technology 2 (UTAUT2) model extended with Personal Innovativeness. It revealed researchers antecedents technology paper contributes theory structuring regarding application for teaching research, provides practical recommendations adoption academics.

Язык: Английский

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Higher education students’ perceptions of ChatGPT: A global study of early reactions

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.

Язык: Английский

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Factors influencing Chinese pre-service teachers’ adoption of generative AI in teaching: an empirical study based on UTAUT2 and PLS-SEM

Education and Information Technologies, Год журнала: 2025, Номер unknown

Опубликована: Янв. 14, 2025

Язык: Английский

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Aligning and comparing values of ChatGPT and human as learning facilitators: A value‐sensitive design approach

British Journal of Educational Technology, Год журнала: 2025, Номер unknown

Опубликована: Янв. 15, 2025

Ethical considerations have become a central topic in education since artificial intelligence (AI) brought both great innovation and challenges to educational practices systems. Values influence what we believe is morally right guide how behave ethically different situations. However, there limited empirical research on improving the alignment between values embedded technology prioritised by learners. Using approach of value‐sensitive design (VSD), this study conducted an investigation explore: (1) ethical learners regarding facilitators were characterised online learning environment, (2) specific features ChatGPT human experts as embody these (3) value tensions occur environment. In order address questions, designed comparative experiment about writing revision facilitated ChatGPT‐4 expert. We semi‐structured interviews with 59 their experiences feelings after completing experiment. The results showed that responsiveness, social comfort, autonomy, freedom from bias privacy during learning. Compared expert, facilitator presented tirelessness, friendliness support for independent decision‐making embodying comfort autonomy. struggled interpret learners' intentions emotions posed risks information leakage, thereby presenting deficiency responsiveness privacy. Value arose within groups other stakeholders, including developers researchers. These emerged conflicting pragmatic Our findings highlight importance enhancing environments. strategies achieving include developing AI, leveraging strengths AI tools values, expanding VSD methodology AI's entire life cycle. Practitioner notes What already known has been demonstrated various advantages, but its use also brings challenges, particularly aligning Value‐sensitive (VSD) helps improve embedding stakeholders into design. environments remain under investigation. paper adds investigate characteristics learners, compare embodied experts, identify potential tension values. found shown advantages compared misalignment still not only learner such Implications practice and/or policy Educational should embed stakeholders' enhance seek balance Educators actively utilise powerful tool maximise Researchers consider methods cycle accommodate dynamism.

Язык: Английский

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Student Perceptions of Generative Artificial Intelligence: Investigating Utilization, Benefits, and Challenges in Higher Education

Systems, Год журнала: 2024, Номер 12(10), С. 385 - 385

Опубликована: Сен. 24, 2024

This research explores the use of Generative Artificial Intelligence (GenAI) tools among higher education students in Saudi Arabia, aiming to understand their current perceptions these technologies. study utilizes Technology Acceptance Model (TAM) and theory Task-Technology Fit (TTF) examine students’ utilization, perceived benefits, challenges associated with tools. A cross-sectional survey was conducted, yielding 859 responses. The findings indicate that 78.7% frequently GenAI tools, while 21.3% do not, often due a lack knowledge or interest. ChatGPT emerged as most widely used tool, utilized by 86.2% respondents, followed other like Gemini, Socratic, CoPilot. Students primarily for defining clarifying concepts, translation, generating ideas writing, summarizing academic literature. They cite benefits such ease access, time-saving, instant feedback. However, they express concerns about challenges, including subscription fees, unreliable information, plagiarism, reduced human-to-human interaction, impacts on learning autonomy. underscores need increased awareness, ethical guidelines, robust integrity measures ensure responsible educational settings. These highlight balanced utilization maximizes addressing potential guides development policies, curricula, support systems.

Язык: Английский

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The Moderating Effects of Gender and Study Discipline in the Relationship between University Students’ Acceptance and Use of ChatGPT

European Journal of Investigation in Health Psychology and Education, Год журнала: 2024, Номер 14(7), С. 1981 - 1995

Опубликована: Июль 8, 2024

The intensive adoption of ChatGPT by university students for learning has encouraged many scholars to test the variables that impact on their use such AI in learning. This study adds growing body studies, especially relation moderating role students' gender and discipline acceptance usage process. expanded Unified Theory Acceptance Use Technology (UTAUT) integrating as well disciplines moderators. collected responses from Saudi universities with different genders. results a structural model using Smart PLS showed significant effect relationship between performance expectancy usage. confirmed fostering was stronger male than female students. Moreover, social influence shown significantly affect males more females In addition, findings moderates link same vein, influences sciences applied sciences. Hence, various implications were discussed.

Язык: Английский

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