How generative AI models such as ChatGPT can be (mis)used in SPC practice, education, and research? An exploratory study

Megahed, Fadel M.; Chen, Ying‐Ju; Ferris, Joshua A.; Knoth, Sven; Jones‐Farmer, L. Allison

doi:10.1080/08982112.2023.2206479

Cited by 68 publications

(26 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…AI models now facilitate the generation of multimodal content, encompassing text, images, and videos based on textual prompts. Notable applications include ChatGPT and CoPilot for text-to-text generation, Stable Diffusion, DALL-E, and Midjourney for text-to-image conversion, and DeepBrain AI and Sora for text-to-video generation [32,33]. The potential of AI to revolutionize current practices across various sectors, such as business, education, healthcare, and content generation, is considerable [33].…”

Section: Students' Use Of Ai For Academic Purposesmentioning

confidence: 99%

“…The potential of AI to revolutionize current practices across various sectors, such as business, education, healthcare, and content generation, is considerable [33]. Large Language Models like ChatGPT, in particular, have seen remarkably rapid adoption by the public, surpassing platforms like Twitter or Facebook [32], prompting extensive research into their implications for education and learning [4].…”

Section: Students' Use Of Ai For Academic Purposesmentioning

confidence: 99%

See 1 more Smart Citation

Determinants of Humanities and Social Sciences Students’ Intentions to Use Artificial Intelligence Applications for Academic Purposes

Lavidas,

Voulgari,

Papadakis

et al. 2024

Information

View full text Add to dashboard Cite

Recent research emphasizes the importance of Artificial Intelligence applications as supporting tools for students in higher education. Simultaneously, an intensive exchange of views has started in the public debate in the international educational community. However, for a more proper use of these applications, it is necessary to investigate the factors that explain their intention and actual use in the future. With the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, this work analyses the factors influencing students’ use and intention to use Artificial Intelligence technology. For this purpose, a sample of 197 Greek students at the School of Humanities and Social Sciences from the University of Patras participated in a survey. The findings highlight that expected performance, habit, and enjoyment of these Artificial Intelligence applications are key determinants influencing teachers’ intentions to use them. Moreover, behavioural intention, habit, and facilitating conditions explain the usage of these Artificial Intelligence applications. This study did not reveal any moderating effects. The limitations, practical implications, and proposed directions for future research based on these results are discussed.

show abstract

Section: Students' Use Of Ai For Academic Purposesmentioning

confidence: 99%

Section: Students' Use Of Ai For Academic Purposesmentioning

confidence: 99%

Determinants of Humanities and Social Sciences Students’ Intentions to Use Artificial Intelligence Applications for Academic Purposes

Lavidas,

Voulgari,

Papadakis

et al. 2024

Information

View full text Add to dashboard Cite

show abstract

“…Given the uncertainty surrounding how AI and society will impact each other, we use a Foucauldian analysis to understand technologies as systems of power, and it allows us to deconstruct the role technology plays in modern epistemologies (Giantini, 2023;Swartz & McElroy, 2023;Megahed et. al., 2023).…”

Section: Foucault Power and Generative Ai As An Educational Technologymentioning

confidence: 99%

Against Artificial Education: Towards an Ethical Framework for Generative Artificial Intelligence (AI) Use in Education

Swindell,

Greeley,

Farag

et al. 2024

OLJ

View full text Add to dashboard Cite

The arrival of Generative Artificial Intelligence (AI) is fundamentally different from prior technologies used in educational settings. Educators and researchers of online, blended, and in-person learning are still coming to grips with possible applications of AI in the learning experience with existing technologies; let alone understanding the potential consequences that future developments in AI will produce. Despite potential risks, AI may revolutionize previous models of teaching and learning and perhaps create opportunities to realize progressive educational goals. Given the longstanding tradition of philosophy to examine questions surrounding ethics, ontology, technology, and education, the purpose of this critical reflection paper is to draw from prominent philosophers across these disciplines to address the question: how can AI be employed in future educational contexts in a humanizing and ethical manner? Drawing from the work of Gunther Anders, Michel Foucault, Paolo Freire, Benjamin Bloom, and Hannah Arendt, we propose a framework for assessing the use and ethics of AI in modern education contexts regarding human versus AI generated textual and multimodal content, and the broader political, social, and cultural implications. We conclude with applied examples of the framework and implications for future research and practice.

show abstract

“…Therefore, its answers may not always be accurate or reliable, especially on specialised topics and recent events. In addition, ChatGPT may generate incorrect or even inaccurate information [28]. This situation can pose a challenge for students who rely on ChatGPT for information during their learning process.…”

Section: Q1: What Is the General State Of Scientific Research On The ...mentioning

confidence: 99%

Impact of the Implementation of ChatGPT in Education: A Systematic Review

Montenegro-Rueda,

Fernández-Cerero,

Fernández-Batanero

et al. 2023

Computers

117

View full text Add to dashboard Cite

The aim of this study is to present, based on a systematic review of the literature, an analysis of the impact of the application of the ChatGPT tool in education. The data were obtained by reviewing the results of studies published since the launch of this application (November 2022) in three leading scientific databases in the world of education (Web of Science, Scopus and Google Scholar). The sample consisted of 12 studies. Using a descriptive and quantitative methodology, the most significant data are presented. The results show that the implementation of ChatGPT in the educational environment has a positive impact on the teaching–learning process, however, the results also highlight the importance of teachers being trained to use the tool properly. Although ChatGPT can enhance the educational experience, its successful implementation requires teachers to be familiar with its operation. These findings provide a solid basis for future research and decision-making regarding the use of ChatGPT in the educational context.

show abstract

How generative AI models such as ChatGPT can be (mis)used in SPC practice, education, and research? An exploratory study

Cited by 68 publications

References 38 publications

Determinants of Humanities and Social Sciences Students’ Intentions to Use Artificial Intelligence Applications for Academic Purposes

Determinants of Humanities and Social Sciences Students’ Intentions to Use Artificial Intelligence Applications for Academic Purposes

Against Artificial Education: Towards an Ethical Framework for Generative Artificial Intelligence (AI) Use in Education

Impact of the Implementation of ChatGPT in Education: A Systematic Review

Contact Info

Product

Resources

About