Charting the Evolution and Future of Conversational Agents: A Research Agenda Along Five Waves and New Frontiers

Schöbel, Sofia; Schmitt, Anuschka; Benner, Dennis; Saqr, Mohammed; Janson, Andreas; Leimeister, J. M.

doi:10.1007/s10796-023-10375-9

Cited by 26 publications

(2 citation statements)

References 76 publications

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“…In addition, there are many other AI engines (Khan, 2023) being explored for use in higher education (Rudolph et al, 2023), with some researchers opting to combine or compare the functionality of engines to enhance results (Mallio et al, 2023;Roos et al, 2023). All indications are, therefore, that the AI juggernaut shows no signs of slowing any time soon (Schöbel et al, 2023). As teachers, researchers, and scholars, we must continue to watch this space and endeavour to stay abreast of these developments as they unfold (Rasul et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Chatbots and Citations: An Experiment in Academic Writing with Generative AI

Donlon,

Tiernan

2023

telji

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The world of Educational Technology is no stranger to tales and predictions about the Next Big Thing, with Artificial Intelligence (AI) being the current title holder. This paper documents the process and experiences of the authors in undertaking a challenge to “go all in” with AI (in this case, ChatGPT-3.5) to generate academic material pertaining to their professional context, and to reflect upon the endeavour and the possible broader implications arising from this. We found that, on balance, the AI engine generated a credible base content for our chosen topic, and proved particularly useful for some aspects of the writing process (such as formulating bibliographical references and suggested titles). The experiment deepened our understanding of the potentials and pitfalls of using Artificial Intelligence in the academic writing process, and of the need to stay abreast of this rapidly evolving field.

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Section: Discussionmentioning

confidence: 99%

Chatbots and Citations: An Experiment in Academic Writing with Generative AI

Donlon,

Tiernan

2023

telji

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“…Also, Farrokhnia et al (2023) conducts a SWOT analysis, while several other works are opinion, position, technical notes, and commentary essays ( Salvagno, Taccone & Gerli, 2023 ; Lee, 2023b ; Halaweh, 2023 ; Cox & Tzoc, 2023 ; Karaali, 2023 ; Rao, 2023 ; Cotton, Cotton & Shipway, 2023 ; Pavlik, 2023 ; Emenike & Emenike, 2023 ). Finally, Kwon (2023) presents technical notes, and Schöbel et al (2023) delves into bibliometric analysis concerning research on conversational agents.…”

Section: Study Background and Related Workmentioning

confidence: 99%

An integrative decision-making framework to guide policies on regulating ChatGPT usage

Bukar,

Sayeed,

Abdul Razak

et al. 2024

PeerJ Computer Science

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Generative artificial intelligence has created a moment in history where human beings have begin to closely interact with artificial intelligence (AI) tools, putting policymakers in a position to restrict or legislate such tools. One particular example of such a tool is ChatGPT which is the first and world's most popular multipurpose generative AI tool. This study aims to put forward a policy-making framework of generative artificial intelligence based on the risk, reward, and resilience framework. A systematic search was conducted, by using carefully chosen keywords, excluding non-English content, conference articles, book chapters, and editorials. Published research were filtered based on their relevance to ChatGPT ethics, yielding a total of 41 articles. Key elements surrounding ChatGPT concerns and motivations were systematically deduced and classified under the risk, reward, and resilience categories to serve as ingredients for the proposed decision-making framework. The decision-making process and rules were developed as a primer to help policymakers navigate decision-making conundrums. Then, the framework was practically tailored towards some of the concerns surrounding ChatGPT in the context of higher education. In the case of the interconnection between risk and reward, the findings show that providing students with access to ChatGPT presents an opportunity for increased efficiency in tasks such as text summarization and workload reduction. However, this exposes them to risks such as plagiarism and cheating. Similarly, pursuing certain opportunities such as accessing vast amounts of information, can lead to rewards, but it also introduces risks like misinformation and copyright issues. Likewise, focusing on specific capabilities of ChatGPT, such as developing tools to detect plagiarism and misinformation, may enhance resilience in some areas (e.g., academic integrity). However, it may also create vulnerabilities in other domains, such as the digital divide, educational equity, and job losses. Furthermore, the finding indicates second-order effects of legislation regarding ChatGPT which have implications both positively and negatively. One potential effect is a decrease in rewards due to the limitations imposed by the legislation, which may hinder individuals from fully capitalizing on the opportunities provided by ChatGPT. Hence, the risk, reward, and resilience framework provides a comprehensive and flexible decision-making model that allows policymakers and in this use case, higher education institutions to navigate the complexities and trade-offs associated with ChatGPT, which have theoretical and practical implications for the future.

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