相关论文: Academic Writing with GPT-3.5: Reflections on Prac…

Recent advances in artificial intelligence (AI) have raised questions about whether the use of AI is appropriate and legal in various professional contexts. Here, we present a perspective on how scholars may approach writing in conjunction…

Large Language Models, such as Generative Pre-trained Transformer 3 (aka. GPT-3), have been developed to understand language through the analysis of extensive text data, allowing them to identify patterns and connections between words.…

The manual assessment and grading of student writing is a time-consuming yet critical task for teachers. Recent developments in generative AI, such as large language models, offer potential solutions to facilitate essay-scoring tasks for…

As generative AI (Gen-AI) tools become more prevalent in education, there is a growing need to understand how educators, not just students, can actively shape their design and use. This study investigates how two instructors integrated four…

Generative artificial intelligence tools, like ChatGPT, are an increasingly utilized resource among computational social scientists. Nevertheless, there remains space for improved understanding of the performance of ChatGPT in complex tasks…

Background: The rapid development and use of generative AI (GenAI) tools in academia presents complex and multifaceted ethical challenges for its users. Earlier research primarily focused on academic integrity concerns related to students'…

This scoping review explores the ethical challenges of using ChatGPT in higher education. By reviewing recent academic articles in English, Chinese, and Japanese, we aimed to provide a deep dive review and identify gaps in the literature.…

In the first half of 2023, text-generative artificial intelligence (AI), including ChatGPT, equipped with GPT-3.5 and GPT-4, from OpenAI, has attracted considerable attention worldwide. In this study, first, we compared Japanese stylometric…

Despite AI tools becoming increasingly embedded in academic practice, little is known about how university students integrate them into their writing processes. We examine how students engage with AI across different writing tasks, and how…

Artificial intelligence (AI) as a disruptive technology is not new. However, its recent evolution, engineered by technological transformation, big data analytics, and quantum computing, produces conversational and generative AI (CGAI/GenAI)…

In reaction to growing concerns about the potential harms of artificial intelligence (AI), societies have begun to demand more transparency about how AI models and systems are created and used. To address these concerns, several efforts…

Effective and timely feedback in educational assessments is essential but labor-intensive, especially for complex tasks. Recent developments in automated feedback systems, ranging from deterministic response grading to the evaluation of…

The increased presence of large language models (LLMs) in educational settings has ignited debates concerning negative repercussions, including overreliance and inadequate task reflection. Our work advocates moderated usage of such models,…

This study investigates the application of large language models, specifically GPT-4, to enhance programming education. The research outlines the design of a web application that uses GPT-4 to provide feedback on programming tasks, without…

The rapid advancement of generative Artificial Intelligence (AI) technologies, particularly Generative Pre-trained Transformer (GPT) models such as ChatGPT, has the potential to significantly impact cybersecurity. In this study, we…

The conversational artificial-intelligence (AI) technology ChatGPT has become one of the most widely used natural language processing tools. With thousands of published papers demonstrating its applications across various industries and…

Recently, generative AIs like ChatGPT have become available to the wide public. These tools can for instance be used by students to generate essays or whole theses. But how does a teacher know whether a text is written by a student or an…

Large language models (LLMs) are increasingly used for analytical tasks, yet their effectiveness in real-world applications remains underexamined, partly due to the opacity of proprietary models. We evaluate ChatGPT (GPT-3.5 and GPT-4) on…

Assessing writing in large classes for formal or informal learners presents a significant challenge. Consequently, most large classes, particularly in science, rely on objective assessment tools such as multiple-choice quizzes, which have a…

We introduce _transparent documents_, interactive web-based scholarly articles which allow readers to explore the relationship to the underlying data by hovering over fragments of text, and present an LLM-based tool for authoring…