Foundation for the Future of Higher Education or ‘Misplaced Optimism’? Being Human in the Age of Artificial Intelligence

Alam, Ashraf; Mohanty, Atasi

doi:10.1007/978-3-031-23233-6_2

Cited by 29 publications

(12 citation statements)

References 50 publications

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“…Although AI has its roots in computer science and engineering, it has also been shaped by a range of other disciplines, such as philosophy, cognitive science, neurology, and economics. While some academics may not fully appreciate the extent and content of AI-based educational and pedagogical resources, these tools are being integrated into higher education (Alam & Mohanty, 2023). As an example, ChatGPT has proven its extraordinary capacity to produce responses that closely resemble those of humans across a wide range of disciplines in a short time (Lim et al, 2023).…”

Section: Discipline-specific Differences In Llm Usementioning

confidence: 99%

Influence of LLMs on Learning and Teaching in Higher Education

Upadhyay,

Farahmand,

Muñoz

et al. 2024

SSRN Journal

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Section: Discipline-specific Differences In Llm Usementioning

confidence: 99%

Influence of LLMs on Learning and Teaching in Higher Education

Upadhyay,

Farahmand,

Muñoz

et al. 2024

SSRN Journal

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“…The latest reviews concerning AI in higher education are briefly summarized below. Alam and Mohanty (2022) surveyed existing literature in a systematic manner with the objective of identifying and examining the ethical considerations, challenges, and potential threats associated with using AI in higher education as well as exploring the potential uses of AI. They grouped their results into four categories: intelligent tutoring systems, personalization and adaptive systems, evaluation and assessment, and prediction and profiling.…”

Section: Related Workmentioning

confidence: 99%

How are AI assistants changing higher education?

Schön

Neumann²,

Hofmann-Stölting

et al. 2023

Front. Comput. Sci.

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ContextHigher education is changing at an accelerating pace due to the widespread use of digital teaching and emerging technologies. In particular, AI assistants such as ChatGPT pose significant challenges for higher education institutions because they bring change to several areas, such as learning assessments or learning experiences.ObjectiveOur objective is to discuss the impact of AI assistants in the context of higher education, outline possible changes to the context, and present recommendations for adapting to change.MethodWe review related work and develop a conceptual structure that visualizes the role of AI assistants in higher education.ResultsThe conceptual structure distinguishes between humans, learning, organization, and disruptor, which guides our discussion regarding the implications of AI assistant usage in higher education. The discussion is based on evidence from related literature.ConclusionAI assistants will change the context of higher education in a disruptive manner, and the tipping point for this transformation has already been reached. It is in our hands to shape this transformation.

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“…As pointed out by Pinkwart (2016, p.781) "making the system itself available 'for free' may seem attractive, but clear rules should be defined, implemented, controlled and made transparent". AIED has also been criticized for a lack of critical thinking and being over-excited towards the new technology (Bundy, 2017;Alam & Mohanty, 2023). It has been suggested that research have failed to reach wide awareness outside of academia on the potential implications of AI for policy and ethics in education (Schiff, 2022).…”

Section: What Is Aied?mentioning

confidence: 99%

“…The fast development of AI technologies has also raised concerns about its implementation in and consequences for education (Humble & Mozelius, 2022a). Prior research has highlighted that response to AI development tend to be over-excited and ill-informed (Bundy, 2017;Alam & Mohanty, 2023) and that a potential problem with, for example, personalized learning on a larger scale through AI technologies is the missing social interactions www.ejel.org 17 ISSN 1479-4403 (Chassignol et al, 2018;Schiff, 2021). Prior research has further emphasized ethical concerns regarding the trustworthiness of AI systems, the potential misuse of data (Chaudhry & Kazim, 2022), and risks for biases within the systems (Wang, 2021).…”

Section: Introductionmentioning

confidence: 99%

Cheaters or AI-Enhanced Learners: Consequences of ChatGPT for Programming Education

Humble,

Boustedt,

Holmgren

et al. 2023

EJEL

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Artificial Intelligence (AI) and related technologies have a long history of being used in education for motivating learners and enhancing learning. However, there have also been critiques for a too uncritical and naïve implementation of AI in education (AIED) and the potential misuse of the technology. With the release of the virtual assistant ChatGPT from OpenAI, many educators and stakeholders were both amazed and horrified by the potential consequences for education. One field with a potential high impact of ChatGPT is programming education in Computer Science (CS), where creating assessments has long been a challenging task due to the vast amount of programming solutions and support on the Internet. This now appears to have been made even more challenging with ChatGPT’s ability to produce both complex and seemingly novel solutions to programming questions. With the support of data collected from interactions with ChatGPT during the spring semester of 2023, this position paper investigates the potential opportunities and threats of ChatGPT for programming education, guided by the question: What could the potential consequences of ChatGPT be for programming education? This paper applies a methodological approach inspired by analytic autoethnography to investigate, experiment, and understand a novel technology through personal experiences. Through this approach, the authors have documented their interactions with ChatGPT in field diaries during the spring semester of 2023. Topics for the questions have related to content and assessment in higher education programming courses. A total of 6 field diaries, with 82 interactions (1 interaction = 1 question + 1 answer) and additional reflection notes, have been collected and analysed with thematic analysis. The study finds that there are several opportunities and threats of ChatGPT for programming education. Some are to be expected, such as that the quality of the question and the details provided highly impact the quality of the answer. However, other findings were unexpected, such as that ChatGPT appears to be “lying” in some answers and to an extent passes the Turing test, although the intelligence of ChatGPT should be questioned. The conclusion of the study is that ChatGPT have potential for a significant impact on higher education programming courses, and probably on education in general. The technology seems to facilitate both cheating and enhanced learning. What will it be? Cheating or AI-enhanced learning? This will be decided by our actions now since the technology is already here and expanding fast.

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Foundation for the Future of Higher Education or ‘Misplaced Optimism’? Being Human in the Age of Artificial Intelligence

Cited by 29 publications

References 50 publications

Influence of LLMs on Learning and Teaching in Higher Education

Influence of LLMs on Learning and Teaching in Higher Education

How are AI assistants changing higher education?

Cheaters or AI-Enhanced Learners: Consequences of ChatGPT for Programming Education

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