ChatGPT Promises and Challenges in Education: Computational and Ethical Perspectives

Education Sciences, Год журнала: 2024, Номер 14(8), С. 814 - 814

Опубликована: Июль 25, 2024

This paper investigates the integration of ChatGPT into educational environments, focusing on its potential to enhance personalized learning and ethical concerns it raises. Through a systematic literature review, interest analysis, case studies, research scrutinizes application in diverse contexts, evaluating impact teaching practices. The key findings reveal that can significantly enrich education by offering dynamic, experiences real-time feedback, thereby boosting efficiency learner engagement. However, study also highlights significant challenges, such as biases AI algorithms may distort content inability replicate emotional interpersonal dynamics traditional teacher–student interactions. acknowledges fast-paced evolution technologies, which render some obsolete, underscoring need for ongoing adapt strategies accordingly. provides balanced analysis opportunities challenges education, emphasizing considerations strategic insights responsible technologies. These are valuable educators, policymakers, researchers involved digital transformation education.

Язык: Английский

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Generative AI in Higher Education: Balancing Innovation and Integrity

British Journal of Biomedical Science, Год журнала: 2025, Номер 81

Опубликована: Янв. 9, 2025

Generative Artificial Intelligence (GenAI) is rapidly transforming the landscape of higher education, offering novel opportunities for personalised learning and innovative assessment methods. This paper explores dual-edged nature GenAI's integration into educational practices, focusing on both its potential to enhance student engagement outcomes significant challenges it poses academic integrity equity. Through a comprehensive review current literature, we examine implications GenAI highlighting need robust ethical frameworks guide use. Our analysis framed within pedagogical theories, including social constructivism competency-based learning, importance balancing human expertise AI capabilities. We also address broader concerns associated with GenAI, such as risks bias, digital divide, environmental impact technologies. argues that while can provide substantial benefits in terms automation efficiency, must be managed care avoid undermining authenticity work exacerbating existing inequalities. Finally, propose set recommendations institutions, developing literacy programmes, revising designs incorporate critical thinking creativity, establishing transparent policies ensure fairness accountability By fostering responsible approach education harness safeguarding core values inclusive education.

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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Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs

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

Опубликована: Окт. 16, 2024

Abstract Faculty perspectives on the use of artificial intelligence (AI) in higher education are crucial for AI’s meaningful integration into teaching and learning, yet research is scarce. This paper presents a study designed to gain insight faculty members’ ( N = 122) AI self-efficacy distinct latent profiles, perceived benefits, challenges, use, professional development needs related AI. The respondents saw greater equity as greatest benefit, while students lack literacy was among with majority interested development. Latent class analysis revealed four member profiles: optimistic, critical, critically reflected, neutral. optimistic profile moderates relationship between usage. adequate support services suggested successful sustainable digital transformation.

Язык: Английский

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Mapping Tomorrow’s Teaching and Learning Spaces: A Systematic Review on GenAI in Higher Education

Trends in Higher Education, Год журнала: 2025, Номер 4(1), С. 2 - 2

Опубликована: Янв. 8, 2025

This collective systematic literature review is part of an Erasmus+ project, “TaLAI: Teaching and Learning with AI in Higher Education”. The investigates the current state Generative Artificial Intelligence (GenAI) higher education, aiming to inform curriculum design further developments within digital education. Employing a descriptive, textual narrative synthesis approach, study analysed across four thematic areas: learning objectives, teaching activities, development, institutional support for ethical responsible GenAI use. 93 peer-reviewed articles from eight databases using keyword-based search strategy, collaborative coding process involving multiple researchers, vivo transparent documentation. findings provide overview recommendations integrating into learning, contributing development effective AI-enhanced environments reveals consensus on importance incorporating Common themes like mentorship, personalised creativity, emotional intelligence, higher-order thinking highlight persistent need align human-centred educational practices capabilities technologies.

Язык: Английский

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AI as the Therapist: Student Insights on the Challenges of Using Generative AI for School Mental Health Frameworks

Behavioral Sciences, Год журнала: 2025, Номер 15(3), С. 287 - 287

Опубликована: Фев. 28, 2025

The integration of generative AI (GenAI) in school-based mental health services presents new opportunities and challenges. This study focuses on the challenges using GenAI chatbots as therapeutic tools by exploring secondary school students’ perceptions such applications. data were collected from students who had both theoretical practical experience with GenAI. Based Grodniewicz Hohol’s framework highlighting “Problem a Confused Therapist”, Non-human Narrowly Intelligent qualitative student reflections examined thematic analysis. findings revealed that while acknowledged AI’s benefits, accessibility non-judgemental feedback, they expressed significant concerns about lack empathy, trust, adaptability. implications underscore need for chatbot use to be complemented in-person counselling, emphasising importance human oversight AI-augmented care. contributes deeper understanding how advanced can ethically effectively incorporated into frameworks, balancing technological potential essential interaction.

Язык: Английский

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Impact of Generative AI in Academic Integrity and Learning Outcomes: A Case Study in the Upper East Region

Asian Journal of Research in Computer Science, Год журнала: 2024, Номер 17(8), С. 70 - 88

Опубликована: Июль 30, 2024

With the increasing use of Generative Artificial Intelligence (AI) tools like ChatGPT and Bard, universities face challenges in maintaining academic integrity. This research investigates impact these on learning outcomes (factual knowledge, comprehension, critical thinking) selected Ghana's Upper East Region during 2023-2024 year. The study specifically analyzes changes student comprehension integrity concerns when using AI for content generation, assistance, summarizing complex topics. A mixed-methods approach was employed, combining qualitative data from interviews open-ended questions with quantitative analysis survey records. focuses three institutions: C. K. Tedam University Technology Applied Sciences, Bolgatanga Technical University, Regentropfen College. purposive sampling technique recruited 150 participants (50 each university) who had used tools. Key findings show that 72% students reported improved understanding course material through use, yet 75% cited as a primary concern. Quantitative revealed weak to moderate positive correlation (r = 0.45) between tool usage grades, variations depending specific tasks performed. Qualitative highlighted about overreliance its thinking skills. contributes ongoing debate AI's role education by providing valuable insights educators policymakers worldwide. suggest while can enhance ethical considerations potential drawbacks related require careful attention. concludes recommendations integrating literacy programs, developing guidelines, implementing advanced plagiarism detection systems harness benefits mitigating risks Although Ghana, may be applicable other educational similar characteristics.

Язык: Английский

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Interacting with ChatGPT for internal feedback and factors affecting feedback quality

Assessment & Evaluation in Higher Education, Год журнала: 2024, Номер unknown, С. 1 - 17

Опубликована: Июль 21, 2024

Язык: Английский

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Academics’ Weak(ening) Resistance to Generative AI: The Cause and Cost of Prestige?

Postdigital Science and Education, Год журнала: 2024, Номер unknown

Опубликована: Дек. 3, 2024

Abstract The disruptive potential of generative AI (GenAI) tools to academic labour is potentially vast. Yet as we argue herein, such also represent a continuation the inequities inherent academia’s prestige economy and intensified hierarchy precarisation endemic universities institutions. In recent survey n = 284 UK-based academics, reasons were put forward for avoiding GenAI tools. These responses surface concerns about automative technologies corrupting identity inauthenticating scholarly practice; that are salient all who participate within benefit from work communities. discussion these results, explore ambivalence whether expedite acquisition or depletion demanded especially where adopted increase productivity. We appraise whether, far helping academics cope with climate hyper-intensifcation, ultimately exacerbate their vulnerability, status-based peripheralisation, self-estrangement.

Язык: Английский

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Assessment as a dilemmatic space in the GenAI age: mapping and unpacking university teachers’ conflicting priorities in assessment

Assessment & Evaluation in Higher Education, Год журнала: 2025, Номер unknown, С. 1 - 15

Опубликована: Янв. 7, 2025

This study uses the concept of dilemmatic space to unpack complexities teachers' work when it comes assessing students in GenAI age. A key idea is that dilemmas are not 'out there' but constructions based on individuals' priorities, knowledge and values. Therefore, studying what teachers perceive as 'dilemmatic' or 'in conflict' important for understanding how they position themselves prioritise assessment advanced technologies like become increasingly integrated into our everyday lives. Drawing 636 Reddit posts related university experiences with over a 16-month period, we identified four major 13 pairs conflicting priorities. Teachers have consistently AI-enabled cheating their priority address specifically saw tension this varied. Findings shed light multiple under-discussed issues use assessment, including teacher autonomy, career security, teacher-student relationship professional identity. Very few reported own assist grading feedback provision, which could reflect limited awareness ethical implications involved use.

Язык: Английский

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