How Will Artificial Intelligence Affect Scientific Writing, Reviewing and Editing? The Future is Here …

Gilat, Ron; Cole, Brian J.

doi:10.1016/j.arthro.2023.01.014

Cited by 49 publications

(28 citation statements)

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“…ChatGPT should not be a substitute for one's knowledge of a topic, but it could be used to save time and expenses by composing descriptions of findings and structuring a paper according to various journal style guidelines. This is different from the use of ChatGPT for plagiarism—which will be discuss in the following sections—in that the platform is being used to save time and improve quality of communication, not reproduce unoriginal ideas (Gilot & Cole, 2023). An author would input paragraphs they have already written and then ask ChatGPT to “revise to improve clarity.” Similarly, ChatGPT could be used for translation or revision of imperfect English in manuscripts in order to attain publication in higher quality journals (Jiao et al, 2023).…”

Section: Introducing Chatgptmentioning

confidence: 99%

ChatGPTand a new academic reality:Artificial Intelligence‐writtenresearch papers and the ethics of the large language models in scholarly publishing

Lund

Wang

Mannuru

et al. 2023

Asso for Info Science & Tech

347

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This article discusses OpenAI's ChatGPT, a generative pre-trained transformer, which uses natural language processing to fulfill text-based user requests (i.e., a "chatbot"). The history and principles behind ChatGPT and similar models are discussed. This technology is then discussed in relation to its potential impact on academia and scholarly research and publishing. ChatGPT is seen as a potential model for the automated preparation of essays and other types of scholarly manuscripts. Potential ethical issues that could arise with the emergence of large language models like GPT-3, the underlying technology behind ChatGPT, and its usage by academics and researchers, are discussed and situated within the context of broader advancements in artificial intelligence, machine learning, and natural language processing for research and scholarly publishing.

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Section: Introducing Chatgptmentioning

confidence: 99%

ChatGPTand a new academic reality:Artificial Intelligence‐writtenresearch papers and the ethics of the large language models in scholarly publishing

Lund

Wang

Mannuru

et al. 2023

Asso for Info Science & Tech

347

View full text Add to dashboard Cite

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“…Our descriptive assessment of the responses by ChatGPT-3.5 and 4 indicated that both versions were capable of generating accurate information without significant bias when the topic under investigation, ERT in the present case, is clearly discussed in the literature without significant controversy. However, it is also noteworthy that these responses are not only based on published research but also on a huge variety of data provided on the internet (Gilat and Cole 2023). Given that scientific knowledge grows on previous evidence and thus references to previous publications is essential, these automatic, AI based responses cannot be directly used in scientific writing as ChatGPT does not currently provide correct citing resources, and can even fabricate non-existent references (Chen 2023).…”

Section: Discussionmentioning

confidence: 99%

An Interview with ChatGPT on Emergency Remote Teaching: A Comparative Analysis Based on Human–AI Collaboration

Tülübaş¹,

Özdemir²,

Polat³

et al. 2023

EDUPIJ

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Background/purpose -ChatGPT, a recent form of AI-based language model, have garnered interest among people from diverse backgrounds with its immersive capabilities. Using ChatGPT to support or generate scientific research has also created an ongoing debate over its advantages versus risks. The present study aimed to conduct an AI-enabled research process using ChatGPT so as to evaluate its potential to generate an accurate, clear, concise, and unbiased information as these are essential elements of rigorous scientific work. Materials/methods -To achieve this aim, we worked on emergency remote teaching (ERT), which garnered significant interest due to its wide-spread use during the COVID-19 pandemic, and created opposing views, particularly in comparison to online teaching. We conducted a simultaneous query on ChatGPT-3.5 and 4 on five basic themes: (1) the definition and emergence of ERT, (2) the appropriateness of ERT for different grade levels, (3) a comparison between ERT and online teaching, (4) the possible outcomes of ERT, (5) the future prospects and uses of ERT, and we performed a comparative evaluation of these responses with regard to accuracy, clarity, conciseness, and potential bias. We also used Cohen's kappa to assess inter-rater agreement in our analysis. Results -The results indicated that both versions were capable of generating accurate information without significant bias although the responses lacked depth and insight with being somewhat repetitive. As the level of judgment required by the query increased, the performance of ChatGPT-4 was much better; it provided clearer and more concise responses with a more synthesized and detailed categories of information on ERT. Conclusion -Based on our results, we state that the cooperation of human and artificial intelligence is still warranted to ensure an accurate and reliable output from AI-based scientific queries. If ChatGPT is a plane with innovative technologies, there still needs to be a pilot in the cockpit to make use of these technologies in the best way so as to fly the plane safely to its destination.

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“…Gen-AI systems are created to produce a wide range of outputs, such as texts, images, videos, or codes, by employing a data repository that trains it. There exist some other Gen-AI systems, such as Rytr [5], Jasper [6], CopyAI [7], Writesonic [8], Kafkai [9], Copysmith [10], or Article Forge [11], but the rapid success of ChatGPT model GPT-3.5 and GPT-4 has represented a significant advancement in AI technology, which has subsequently raised concerns about their potential impact on academic integrity [2,[12][13][14][15][16][17][18][19]. As stated in the literature, it is important to consider the ethical implications of these systems and plan the implementation of appropriate measures to ensure their responsible use in academic environments.…”

Section: Introductionmentioning

confidence: 99%

“…GPT-3/GPT-4 has proven in a very short time to be a extremely handy tool in the academic field. The information provided by ChatGPT is being thoroughly studied and tested by OpenAI and numerous users that employ the tool to gauge its effectiveness and actual capabilities [13,14,[18][19][20][21][22][23]. The ability, shown up to now, to carry out scientific essays and academic texts, as well as to solve complex problems, has called into question the efficiency of different learning methodologies and the appropriate use of these tools [3,13,17,23].…”

Section: Introductionmentioning

confidence: 99%

ChatGPT Challenges Blended Learning Methodologies in Engineering Education: A Case Study in Mathematics

Sánchez-Ruiz,

Moll-López,

Nuñez-Pérez

et al. 2023

Applied Sciences

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This research aims to explore the potential impact of the ChatGPT on b-learning methodologies in engineering education, specifically in mathematics. The study focuses on how the use of these artificial intelligence tools can affect the acquisition of critical thinking, problem-solving, and group work skills among students. The research also analyzes the students’ perception of the reliability, usefulness, and importance of these tools in academia. The study collected data through a survey of 110 students enrolled in a Mathematics I course in BEng Aerospace Engineering where a blended methodology, including flipped teaching, escape room gamification, problem-solving, and laboratory sessions and exams with a computer algebraic system were used. The data collected were analyzed using statistical methods and tests for significance. Results indicate students have quickly adopted ChatGPT tool, exhibiting high confidence in their responses (3.4/5) and general usage in the learning process (3.61/5), alongside a positive evaluation. However, concerns arose regarding the potential impact on developing lateral competencies essential for future engineers (2.8/5). The study concludes that the use of ChatGPT in blended learning methodologies poses new challenges for education in engineering, which requires the adaptation of teaching strategies and methodologies to ensure the development of essential skills for future engineers.

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How Will Artificial Intelligence Affect Scientific Writing, Reviewing and Editing? The Future is Here …

Cited by 49 publications

References 0 publications

ChatGPTand a new academic reality:Artificial Intelligence‐writtenresearch papers and the ethics of the large language models in scholarly publishing

ChatGPTand a new academic reality:Artificial Intelligence‐writtenresearch papers and the ethics of the large language models in scholarly publishing

An Interview with ChatGPT on Emergency Remote Teaching: A Comparative Analysis Based on Human–AI Collaboration

ChatGPT Challenges Blended Learning Methodologies in Engineering Education: A Case Study in Mathematics

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