It’s not like a calculator, so what is the relationship between learners and generative artificial intelligence?

Lodge, Jason M.; Yang, Suijing; Furze, Leon; Dawson, Phillip

doi:10.1080/23735082.2023.2261106

Cited by 13 publications

(2 citation statements)

References 24 publications

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“…Performance prediction models can help teachers decide how to support their students optimally. AI technologies have allowed adding graphics and sound to learning environments and making new learning content possible (Lodge et al, 2023). AI systems may find patterns and structures in vast amounts of data that can help create new content.…”

Section: Discussionmentioning

confidence: 99%

Emerging Dynamics of ChatGPT in Academia: A Scoping Review

Mahrishi,

Abbas,

Radovanović

2024

JUTLP

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Large Language Models (LLMs) and Generative AI tools are revolutionising every aspect of academia, including medical, physical, and STEM education. They have also proved their mettle in blended learning systems and distance learning programs by improving educational sustainability, accessibility, and engagement. Through this scoping review, we aim to provide an essential overview of the state of the art of ChatGPT from the standpoint of exploring its development, analysing its current trajectory, and emerging dynamics in active research responsible for defining regulations and protocols. The PRISMA benchmarking was used on the Scopus dataset, with 109 papers from 2022 to 2023. Interactive results and bibliographic maps are generated using the Bibliometrix library of R-Studio. The findings are aligned with the research questions and represent exceptional growth in scientific production. Furthermore, relevant avenues for research publications, leading countries, and institutions in the area are also listed. The thematic and trends analysis anticipated that artificial intelligence and generative AI will substantially influence nearly every dimension in the coming years. The review also identified the possible advantages and disadvantages of adopting ChatGPT in higher education and analysed its deployment, considering ethical issues. The research concludes that, apart from ChatGPT, other large language models are also transforming artificial intelligence in education. However, ethical concerns and implications in education highlight vital issues for further research to ensure AI's responsible and ethical use.

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Section: Discussionmentioning

confidence: 99%

Emerging Dynamics of ChatGPT in Academia: A Scoping Review

Mahrishi,

Abbas,

Radovanović

2024

JUTLP

View full text Add to dashboard Cite

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“…Since then, anxieties regarding academic integrity have not dissipated entirely (nor should they be); however, discussions are now becoming more nuanced and complex. The conversation has begun to move beyond simplistic comparisons of GenAI technologies to tools such as calculators and iPhones (Lodge, Yang, et al, 2023), and is shifting towards a more holistic understanding of how students and educators might use these technologies in more sophisticated ways. Lodge, Howard, et al (2023), for example, propose the landscape of student use is much broader than simple information retrieval and automation, and may involve a complex network of self-and coregulation with generative AI "agents".…”

Section: Literature Generative Ai In Higher Educationmentioning

confidence: 99%

The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment

Perkins,

Furze,

Roe

et al. 2024

JUTLP

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Recent developments in Generative Artificial Intelligence (GenAI) have created a paradigm shift in multiple areas of society, and the use of these technologies is likely to become a defining feature of education in coming decades. GenAI offers transformative pedagogical opportunities, while simultaneously posing ethical and academic challenges. Against this backdrop, we outline a practical, simple, and sufficiently comprehensive tool to allow for the integration of GenAI tools into educational assessment: the AI Assessment Scale (AIAS). The AIAS empowers educators to select the appropriate level of GenAI usage in assessments based on the learning outcomes they seek to address. The AIAS offers greater clarity and transparency for students and educators, provides a fair and equitable policy tool for institutions to work with, and offers a nuanced approach which embraces the opportunities of GenAI while recognising that there are instances where such tools may not be pedagogically appropriate or necessary. By adopting a practical, flexible approach that can be implemented quickly, the AIAS can form a much-needed starting point to address the current uncertainty and anxiety regarding GenAI in education. As a secondary objective, we engage with the current literature and advocate for a refocused discourse on GenAI tools in education, one which foregrounds how technologies can help support and enhance teaching and learning, which contrasts with the current focus on GenAI as a facilitator of academic misconduct.

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Manifesto in Defence of Human-Centred Education in the Age of Artificial Intelligence

Romero,

Frosig,

Taylor-Beswick

et al. 2024

Palgrave Studies in Creativity and Culture

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This manifesto advocates for the thoughtful integration of AI in education, emphasising a human-centred approach amid the rapid evolution of artificial intelligence (AI). The chapter explores the transformative potential of large language models (LLM) and generative AI (GenAI) in education, addressing both opportunities and concerns. While AI accelerates change in education, adapting to students’ diverse learning needs, it also poses challenges to traditional assessment paradigms. The manifesto stresses the importance of empowering teachers and students as decision-makers, highlighting the need for a balanced approach to AI integration. It emphasises human-centricity in AI use, promoting ethical considerations, responsible practices, and regulations. The right to choose and co-create is underscored, giving autonomy to educators and learners in selecting technologies aligned with their philosophies. Additionally, the manifesto introduces the concept of hybrid intelligence (HI), advocating collaboration between human and machine intelligence to enhance educational experiences. The manifesto encourages creative uses of AI in education, envisioning a harmonious partnership where AI and humans co-create transformative knowledge.

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It’s not like a calculator, so what is the relationship between learners and generative artificial intelligence?

Cited by 13 publications

References 24 publications

Emerging Dynamics of ChatGPT in Academia: A Scoping Review

Emerging Dynamics of ChatGPT in Academia: A Scoping Review

The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment

Manifesto in Defence of Human-Centred Education in the Age of Artificial Intelligence

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