2023 | Bibliografía fecha

What does it mean to write, learn to write, and teach writing in an age when students can use the latest artificial intelligence (AI) co‐authoring tools to produce entire essays without even adding an original idea or composing a single sentence? This article addresses questions of authorship and academic integrity concerning the use of AI writing assistants and the latest GPT‐3 (Generative Pre‐trained Transformer, Version 3) tools. It begins by problematizing the use of these tools, and then illustrates how students can use these tools to paraphrase, summarize, extend, and even create original texts with minimal original input, raising questions about authorship and academic integrity. The...

GPT detectors are biased against non-native English writers

Weixin Liang, Mert Yuksekgonul, Yining Mao (2023)

Patterns

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

GPT detectors frequently misclassify non-native English writing as AI generated, raising concerns about fairness and robustness. Addressing the biases in these detectors is crucial to prevent the marginalization of non-native English speakers in evaluative and educational settings and to create a more equitable digital landscape.

El estudio comparó siete detectores de texto generado por IA con redacciones de estudiantes nativos y no nativos de inglés. Los detectores clasificaron como generadas por máquina más de la mitad de las redacciones del TOEFL escritas por estudiantes no nativos, mientras que acertaron casi siempre con las de estudiantes nativos. La causa es la menor «...

A systematic review on artificial intelligence dialogue systems for enhancing English as foreign language students’ interactional competence in the university

Chunpeng Zhai, Santoso Wibowo (2023)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Previous studies demonstrate that the use of artificial intelligence (AI) dialogue systems for English as a Foreign Language (EFL) education has effectively improved university students' reading, writing, and listening abilities. However, there are limited systematic reviews focused on the evidence-based interactional competence of EFL university students. This study aims to examine the use of AI dialogue systems to enhance EFL university students' interactional competence. Through the PRISMA process, this study identified 28 articles published between January 2013 and August 2022 in journals and conferences from the most popular databases, including Google Scholar, ProQuest, IEEE,...

Myths, mis- and preconceptions of artificial intelligence: A review of the literature

Arne Bewersdorff, Xiaoming Zhai, Jessica Roberts (2023)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Artificial Intelligence (AI) is prevalent in nearly every aspect of our lives. However, recent studies have found a significant amount of confusion and misunderstanding surrounding AI. To develop effective educational programs in the field of AI, it is vital to examine and understand learners' pre- and misconceptions as well as myths about AI. This study examined a corpus of 591 studies. 25 relevant studies were identified by applying the following eligibility criteria: English-written original empirical research on education and AI and reporting AI conceptions in a formal learning context. The review found studies from six continents, with the majority conducted in Europe and North...

Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education

Thomas K.F. Chiu, Qi Xia, Xinyan Zhou (2023)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Applications of artificial intelligence in education (AIEd) are emerging and are new to researchers and practitioners alike. Reviews of the relevant literature have not examined how AI technologies have been integrated into each of the four key educational domains of learning, teaching, assessment, and administration. The relationships between the technologies and learning outcomes for students and teachers have also been neglected. This systematic review study aims to understand the opportunities and challenges of AIEd by examining the literature from the last 10 years (2012–2021) using matrix coding and content analysis approaches. The results present the current focus of AIEd...

Empowering learners for the age of artificial intelligence

Dragan Gašević, George Siemens, Shazia Sadiq (2023)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Although studied for decades by the research community, artificial intelligence (AI) in education has recently sparked much public debate with the wide-spread popularity of systems such as ChatGPT and DALL-E. Existing literature offers a wealth of research on design, deploying and evaluating AI-driven systems in education. However, the challenges related to the growing influence of AI in the society, calls for revisiting research foundations of AI in education in order to inform decision-making in policy and guide future research. This special issue of Computers & Education: Artificial Intelligence brings 11 papers that explore the theme of empowering learners for the age of AI...

Chatting about ChatGPT: How may AI and GPT impact academia and libraries?

Brady D. Lund, Ting Wang (2023)

Library Hi Tech News

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Purpose: This paper aims to provide an overview of key definitions related to ChatGPT, a public tool developed by OpenAI, and its underlying technology, Generative Pretrained Transformer (GPT).

Design/methodology/approach: This paper includes an interview with ChatGPT on its potential impact on academia and libraries. The interview discusses the benefits of ChatGPT such as improving search and discovery, reference and information services; cataloging and metadata generation; and content creation, as well as the ethical considerations that need to be taken into account, such as privacy and bias.

Findings: ChatGPT has...

Towards social generative AI for education: Theory, practices and ethics

Mike Sharples (2023)

Learning: Research and Practice

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

This opinion paper explores educational interactions involving humans and artificial intelligences not as sequences of prompts and responses, but as a social process of conversation and exploration. In this conception, learners continually converse with AI language models and other human learners within a dynamic computational medium of internet tools and resources. Learning happens when this distributed human-AI system sets goals, builds meaning from data, consolidates understanding, reconciles differences, and transfers knowledge to new domains. Building social generative AI for education will require development of powerful AI systems that can converse with each other as well as humans,...

ChatGPT and the rise of generative AI: Threat to academic integrity?

Damian Okaibedi Eke (2023)

Journal of Responsible Technology

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

The emergence of OpenAI's ChatGPT has put intense spotlight on Generative AI (Gen-AI) systems and their possible impacts on Academic integrity. This paper provides an overview of the current arguments around ChatGPT and Academic integrity and concludes that although these technologies are capable of revolutionising academia, the way ChatGPT and other generative AI systems are used could surely undermine academic integrity. However, to ensure that the risks to academic integrity are mitigated for greater maximisation, institutional and multi-stakeholder efforts are required.

Testing of detection tools for AI-generated text

Debora Weber-Wulff, Alla Anohina-Naumeca, Sonja Bjelobaba (2023)

International Journal for Educational Integrity

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Recent advances in generative pre-trained transformer large language models have emphasised the potential risks of unfair use of artificial intelligence (AI) generated content in an academic environment and intensified efforts in searching for solutions to detect such content. The paper examines the general functionality of detection tools for AI-generated text and evaluates them based on accuracy and error type analysis. Specifically, the study seeks to answer research questions about whether existing detection tools can reliably differentiate between human-written text and ChatGPT-generated text, and whether machine translation and content obfuscation techniques affect the...