Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

This study explores university educators’ perspectives on their alignment with artificial intelligence (AI) ethics, considering activity theory (AT), which forms the theoretical underpinning of this study. To do so, 37 educators from a higher education institution were selected to write their metaphors about AI ethics alignment, out of which 11 attended semi-structured interviews, in which they answered some questions about their AI ethics alignment and narrated some experiences. The study reveals diverse and often contradictory perspectives on AI ethics, highlighting a general lack of awareness and inconsistent application of ethical principles. Some educators...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

Generative AI has seen rapid development and adoption in educational settings, presenting both benefits and challenges for universities. This paper examines the response of UK universities, particularly the Russell Group of research-led universities, in developing policies and guidance on the use of generative AI. The analysis covers the implementation of the Russell Group's principles across member institutions, addressing areas such as academic integrity, assessment practices, student use, and guidance for staff. It also explores the varying levels of policy development at non-Russell Group universities, finding that some institutions may struggle to find resources for this issue. The paper...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

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...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

This study explores the neural and behavioral consequences of LLM-assisted essay writing. Participants were divided into three groups: LLM, Search Engine, and Brain-only (no tools). Each completed three sessions under the same condition. In a fourth session, LLM users were reassigned to Brain-only group (LLM-to-Brain), and Brain-only users were reassigned to LLM condition (Brain-to-LLM). A total of 54 participants took part in Sessions 1-3, with 18 completing session 4. We used electroencephalography (EEG) to assess cognitive load during essay writing, and analyzed essays using NLP, as well as scoring essays with the help from human teachers and an AI judge. Across groups, NERs, n-gram patterns, and topic ontology showed...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

The integration of generative artificial intelligence (AI) tools is a paradigm shift in enhanced learning methodologies and assessment techniques. This study explores the adoption of generative AI tools in higher education assessments by examining the perceptions of 353 students through a survey and 17 in-depth interviews. Anchored in the Unified Theory of Acceptance and Use of Technology (UTAUT), this study investigates the roles of perceived risk and tech-savviness in the use of AI tools. Perceived risk emerged as a significant deterrent, while trust and tech-savviness were pivotal in shaping student engagement with AI. Tech-savviness not only influenced adoption but also moderated the effect...

Ver ficha completa

Tipo: capítulo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

Recent findings suggest that detection models for artificial intelligence (AI) cannot accurately identify AI-generated text and may exhibit bias against certain minority groups. In the present study, anecdotal claims that autistic writers more often have their work flagged as AI-generated are examined empirically. A corpus of approximately 60,000 Reddit posts split into"likely-autistic"and"general-Reddit"subcorpora is used to compare the distribution of probabilities output by the OpenAI GPT-2 detection model. Differences in textual features between subcorpora are observed and compared to reported features of AI-generated text. Results showed that while less than two-percent of either subcorpus was flagged as AI-generated by...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

Generative artificial intelligence (GenAI) has created significant assessment challenges in higher education. Universities and teachers have responded to these in various ways, including by way of new policies, revised assessment formats, and technological safeguards. These responses are typically predicated on an assumption that AI in assessment is a problem that can be solved if only the right approach can be found. However, in this paper we argue that GenAI may not be that kind of problem at all. Drawing on interviews with 20 teachers responsible for assessment design within a large Australian University, this paper applies Rittel and Webber framework of wicked problems to analyse educators...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

The present discussion examines the transformative impact of Artificial Intelligence (AI) in educational settings, focusing on the necessity for AI literacy, prompt engineering proficiency, and enhanced critical thinking skills. The introduction of AI into education marks a significant departure from conventional teaching methods, offering personalized learning and support for diverse educational requirements, including students with special needs. However, this integration presents challenges, including the need for comprehensive educator training and curriculum adaptation to align with societal structures. AI literacy is identified as crucial, encompassing an...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

This research investigates the effectiveness of AI generative ChatGPT as a teacher assistant to reduce workload and prevent burnout in secondary schools. Lesson planning and content development were significant contributors to teacher burnout. In response, ChatGPT was tested with tailored queries for English, science, and math subjects, utilising an explanatory research approach to assess ChatGPT’s capabilities in personalised planning and content development, given that there is limited available information around this topic. The study highlights ChatGPT’s benefits in personalised planning through task-specific prompts and AI-human collaboration. Aligned with UAE’s AI...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

The rapid adoption of generative artificial intelligence (GenAI) technologies in higher education has raised concerns about academic integrity, assessment practices and student learning. Banning or blocking GenAI tools has proven ineffective, and punitive approaches ignore the potential benefits of these technologies. As a result, assessment reform has become a pressing topic in the GenAI era. This paper presents the findings of a pilot study conducted at British University Vietnam exploring the implementation of the Artificial Intelligence Assessment Scale (AIAS), a flexible framework for incorporating GenAI into educational assessments. The AIAS consists of five levels, ranging from “no AI” to “...

Ver ficha completa