Search results

1 – 10 of over 8000
Per page
102050
Citations:
Loading...
Access Restricted. View access options
Article
Publication date: 9 December 2024

Mouad Sadallah, Saeed Awadh Bin-Nashwan and Abderrahim Benlahcene

The escalating integration of AI tools like ChatGPT within academia poses a critical challenge regarding their impact on faculty members’ and researchers’ academic performance…

46

Abstract

Purpose

The escalating integration of AI tools like ChatGPT within academia poses a critical challenge regarding their impact on faculty members’ and researchers’ academic performance levels. This paper aims to delve into academic performance within the context of the ChatGPT era by exploring the influence of several pivotal predictors, such as academic integrity, academic competence, personal best goals and perceived stress, as well as the moderating effect of ChatGPT adoption on academic performance.

Design/methodology/approach

This study uses a quantitative method to investigate the impact of essential variables on academic integrity, academic competence, perceived stress and personal best goals by analysing 402 responses gathered from ResearchGate and Academia.edu sites.

Findings

While affirming the established direct positive relationship between academic integrity and performance since adopting AI tools, this research revealed a significant moderating role of ChatGPT adoption on this relationship. Additionally, the authors shed light on the positive relationship between academic competence and performance in the ChatGPT era and the ChatGPT adoption-moderated interaction of competence and performance. Surprisingly, a negative association emerges between personal best goals and academic performance within ChatGPT-assisted environments. Notably, the study underscores a significant relationship between heightened performance through ChatGPT and increased perceived stress among academicians.

Practical implications

The research advocates formulating clear ethical guidelines, robust support mechanisms and stress-management interventions to maintain academic integrity, enhance competence and prioritise academic professionals’ well-being in navigating the integration of AI tools in modern academia.

Originality/value

This research stands out for its timeliness and the apparent gaps in current literature. There is notably little research on the use of ChatGPT in academic settings, making this investigation among the first to delve into how faculty and researchers in education use OpenAI.

Details

Journal of Information, Communication and Ethics in Society, vol. 23 no. 1
Type: Research Article
ISSN: 1477-996X

Keywords

Access Restricted. View access options
Book part
Publication date: 23 November 2022

Malcolm Tight

Observation is a neglected data collection method in higher education research. Yet observation holds out the promise of seeing what people actually do, rather than what they say…

Abstract

Observation is a neglected data collection method in higher education research. Yet observation holds out the promise of seeing what people actually do, rather than what they say they do (in interviews or surveys) or write down that they do (in documents). It may also be pursued quantitatively and/or qualitatively, using a highly structured data collection instrument or in an open-ended and flexible fashion, carried out live or using recorded material. This chapter explores the limited existing literature on the use of observation in higher education research, speculates on the reasons for its lack of use, and argues for its greater usage in the future.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-80455-385-5

Keywords

Access Restricted. View access options
Book part
Publication date: 20 March 2024

Nicole B. Reinke, Eva Hatje, Ann L. Parkinson and Mary Kynn

Academic integrity in tertiary education is a global concern. This chapter describes academic integrity in Australian universities and proposes an “it takes a village” framework…

Abstract

Academic integrity in tertiary education is a global concern. This chapter describes academic integrity in Australian universities and proposes an “it takes a village” framework to guide universities toward a re-evaluation of academic integrity education. It takes a village to raise a child – a child needs role models and positive influences from multiple people for healthy growth and development. With regard to academic integrity, the parallel is that the entire university community needs to be involved to foster development of students of integrity. The institution and its community need to provide structures, multiple positive and effective learning experiences, and clear guidelines to support both staff and students. In this chapter, we argue that academic integrity needs to be seen as a complex system, one in which everyone involved has responsibility to develop and maintain a culture of integrity and one which supports a student throughout their academic journey.

Details

Worldviews and Values in Higher Education
Type: Book
ISBN: 978-1-80262-898-2

Keywords

Access Restricted. View access options
Article
Publication date: 18 May 2020

Ashish Goel, L.S. Ganesh and Arshinder Kaur

Past research recommends integration of social sustainability (SS) considerations in construction project feasibility study for benefitting a larger group of project stakeholders…

2014

Abstract

Purpose

Past research recommends integration of social sustainability (SS) considerations in construction project feasibility study for benefitting a larger group of project stakeholders. However, there is a lack of empirical evidence to this effect, especially from the developing economies. The purpose of this study is to address this knowledge gap through a SS-centric analysis of feasibility study reports using a stakeholder salience perspective.

Design/methodology/approach

Feasibility study reports for 61 projects were obtained from various government organizations in India. The SS considerations were identified in the reports using a combination of quantitative and qualitative assessments. The former was based on content analysis and the latter was conducted using “VOSviewer” text analysis software.

Findings

SS considerations related to occupational health and safety, workers' employment practices and proactive involvement of communities and end-users were found to be inadequately addressed in the reports. Based on occurrences of the SS considerations, project-affected community was found to be the most salient stakeholder, followed by the end-users and the construction workers. Statistical analysis revealed significant relationship between the SS considerations and the type of project as well as the type of project delivery system.

Originality/value

This study contributes to better understanding of integrating SS considerations in feasibility study of construction projects. Its results provide useful inputs to decision-makers for orienting construction projects, right from the early phases, towards benefitting the disadvantaged and weaker stakeholders irrespective of their salience attributes. In developing economies, such interventions may improve quality of lives of a large number of project stakeholders and also cultivate a positive societal image of the construction industry as a respectful, ethical and employee friendly industry.

Details

Engineering, Construction and Architectural Management, vol. 27 no. 7
Type: Research Article
ISSN: 0969-9988

Keywords

Available. Open Access. Open Access
Article
Publication date: 30 August 2024

Bakr Bagash Mansour Ahmed Al-Sofi

This study investigates the potential effectiveness of ChatGPT in enhancing the academic writing skills of Saudi EFL undergraduate students. It also examines the challenges…

3070

Abstract

Purpose

This study investigates the potential effectiveness of ChatGPT in enhancing the academic writing skills of Saudi EFL undergraduate students. It also examines the challenges associated with its use and suggests effective ways to address them in the education sector.

Design/methodology/approach

The study employed a sequential mixed-methods approach, which involved distributing questionnaires to gather data from students, followed by conducting semi-structured interviews with a purposeful selection of eight students and six teachers.

Findings

The findings revealed that students were generally satisfied with the effectiveness of ChatGPT in enhancing their academic writing skills. However, they also pinpointed some challenges associated with using ChatGPT, including plagiarism, overreliance, inadequate documentation, threats to academic integrity, and inaccurate information. To alleviate these challenges, effective strategies include deploying detection tools, equipping students and educators with training sessions, and revisiting academic policies and assessment methods. It is recommended that ChatGPT be used responsibly as an assistant tool, in conjunction with students' ideas and teachers' feedback. This approach can significantly enhance students' writing skills and facilitate completing their research projects and assignments.

Practical implications

ChatGPT can be a valuable tool in the educational landscape, but it is essential to use it judiciously. Therefore, teachers' effective integration of ChatGPT into their classrooms can significantly enhance students' writing abilities and streamline their research process.

Originality/value

This study contributes to recent AI-based research and provides practical insights on the responsible integration of ChatGPT into education while addressing potential challenges.

Details

Saudi Journal of Language Studies, vol. 4 no. 3
Type: Research Article
ISSN: 2634-243X

Keywords

Available. Open Access. Open Access
Article
Publication date: 24 September 2024

Abhishek N., Sonal Devesh, Ashoka M.L., Neethu Suraj, Parameshwara Acharya and Divyashree M.S.

This study aimed to identify factors influencing AI/chatbot usage in education and research, and to evaluate the extent of the impact of these factors.

1056

Abstract

Purpose

This study aimed to identify factors influencing AI/chatbot usage in education and research, and to evaluate the extent of the impact of these factors.

Design/methodology/approach

This study used a mixed approach of qualitative and quantitative methods. It is based on both primary and secondary data. The primary data were collected through an online survey. In total, 177 responses from teachers were included in this study. The collected data were analyzed using a statistical package for the social sciences.

Findings

The study revealed that the significant factors influencing the perception of the academic and research community toward the adoption of AI/interactive tools, such as Chatbots/ChatGpt for education and research, are challenges, benefits, awareness, opportunities, risks, sustainability and ethical considerations.

Practical implications

This study highlighted the importance of resolving challenges and enhancing awareness and benefits while carefully mitigating risks and ethical concerns in the integration of technology within the educational and research environment. These insights can assist policymakers in making decisions and developing strategies for the efficient adoption of AI/interactive tools in academia and research to enhance the overall quality of learning experiences.

Originality/value

The present study adds value to the existing literature on AI/interactive tool adoption in academia and research by offering a quantitative analysis of the factors impacting teachers' perception of the usage of such tools. Furthermore, it also indirectly helps achieve various UNSDGs, such as 4, 9, 10 and 17.

Details

Quality Education for All, vol. 1 no. 1
Type: Research Article
ISSN: 2976-9310

Keywords

Access Restricted. View access options
Article
Publication date: 17 April 2024

Dirk H.R. Spennemann, Jessica Biles, Lachlan Brown, Matthew F. Ireland, Laura Longmore, Clare L. Singh, Anthony Wallis and Catherine Ward

The use of generative artificial intelligence (genAi) language models such as ChatGPT to write assignment text is well established. This paper aims to assess to what extent genAi…

309

Abstract

Purpose

The use of generative artificial intelligence (genAi) language models such as ChatGPT to write assignment text is well established. This paper aims to assess to what extent genAi can be used to obtain guidance on how to avoid detection when commissioning and submitting contract-written assignments and how workable the offered solutions are.

Design/methodology/approach

Although ChatGPT is programmed not to provide answers that are unethical or that may cause harm to people, ChatGPT’s can be prompted to answer with inverted moral valence, thereby supplying unethical answers. The authors tasked ChatGPT to generate 30 essays that discussed the benefits of submitting contract-written undergraduate assignments and outline the best ways of avoiding detection. The authors scored the likelihood that ChatGPT’s suggestions would be successful in avoiding detection by markers when submitting contract-written work.

Findings

While the majority of suggested strategies had a low chance of escaping detection, recommendations related to obscuring plagiarism and content blending as well as techniques related to distraction have a higher probability of remaining undetected. The authors conclude that ChatGPT can be used with success as a brainstorming tool to provide cheating advice, but that its success depends on the vigilance of the assignment markers and the cheating student’s ability to distinguish between genuinely viable options and those that appear to be workable but are not.

Originality/value

This paper is a novel application of making ChatGPT answer with inverted moral valence, simulating queries by students who may be intent on escaping detection when committing academic misconduct.

Details

Interactive Technology and Smart Education, vol. 21 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Access Restricted. View access options
Book part
Publication date: 25 November 2024

Daniel Borer, Esmira Hackenberg, Nick McIntosh, Aaron Lane and Binh Nguyen Thanh

This chapter presents a novel exploration of generative Artificial Intelligence (AI) applications within the context of digital transformation in higher education, specifically…

Abstract

This chapter presents a novel exploration of generative Artificial Intelligence (AI) applications within the context of digital transformation in higher education, specifically focusing on the social sciences. Despite the interest in AI technologies for educational enhancement, there remains a notable gap in the literature: a comprehensive comparison of generative AI tools and their effectiveness in social science education. Addressing this gap, our study serves a dual purpose. Initially, we delineate the potential roles and benefits of generative AI in the pedagogical processes of teaching and learning. Subsequently, we conduct an empirical analysis of five leading generative AI engines to assess their performance and applicability in educational settings. Through this investigation, we aim not only to equip educators with a deeper understanding of the advantages and limitations of current AI technologies but also to inform AI developers about the specific needs of social science educators. The goal is to foster the development of more refined and effective generative AI solutions that can significantly enhance educational outcomes in the digital era.

Details

The Evolution of Artificial Intelligence in Higher Education
Type: Book
ISBN: 978-1-83549-487-5

Keywords

Available. Open Access. Open Access
Article
Publication date: 13 August 2024

Henriikka Vartiainen, Teemu Valtonen, Juho Kahila and Matti Tedre

In 2022 generative AI took the Internet world by storm. Free access to tools that can generate text and images that pass for human creations triggered fiery debates about the…

1237

Abstract

Purpose

In 2022 generative AI took the Internet world by storm. Free access to tools that can generate text and images that pass for human creations triggered fiery debates about the potential uses and misuses of generative AI in education. There has risen a need to check the popular utopian and dystopian narratives about AI against the diversity of hopes, concerns and future imaginaries that educators themselves associate with generative AI. The purpose of this study is to investigate the perspectives of Finnish teacher educators on the use of AI in education.

Design/methodology/approach

This article reports findings from a hands-on workshop in teacher training, where participants learned about how generative AI works, collaboratively explored generative AI and then reflected on its potential and challenges.

Findings

The results reveal nuanced, calm and thoughtful imaginaries rooted in deep understanding of educational policy, evaluation and the sociocultural context of education. The results cover teachers’ views on the impact of AI on learners’ agency, metacognition, self-regulation and more.

Originality/value

This article offers a unique exploration into the perceptions and imaginaries of educators regarding generative AI in specific (instead of “monolithic AI”), moving beyond dystopian views and instead focusing on the potential of AI to align with existing pedagogical practices. The educators contrasted the common techno-deterministic narratives and perceived AI as an avenue to support formative assessment practices and development of metacognition, self-regulation, responsibility and well-being. The novel insights also include the need for AI education that critically incorporates social and ethical viewpoints and fosters visions for a future with culturally, socially and environmentally sustainable AI.

Details

Information and Learning Sciences, vol. 126 no. 1/2
Type: Research Article
ISSN: 2398-5348

Keywords

Access Restricted. View access options
Book part
Publication date: 2 December 2024

Louise Drumm and Ashkan Sami

A foundation in artificial intelligence (AI) literacy among all academic staff is essential for supporting students’ AI literacy effectively. As tools like ChatGPT increasingly…

Abstract

A foundation in artificial intelligence (AI) literacy among all academic staff is essential for supporting students’ AI literacy effectively. As tools like ChatGPT increasingly influence academic work, educators need to understand prompt engineering and reconsider assessment designs. However, many lack the necessary training or time to engage with courses, limiting their ability to design assessments that leverage these technologies while maintaining academic integrity. This project investigated the impact of prompt training on university academics’ abilities to craft prompts and redesign assessments within a Scottish university. A two-hour workshop on prompt engineering was conducted for academic staff, during which participants graded AI-generated content before and after they received training. Results indicated a significant improvement in the quality of prompts crafted by participants post-training. Qualitative feedback revealed mixed reactions, highlighting both the potential and limitations of AI in academic settings. The study demonstrated the need for ongoing staff development in AI literacy.

Details

Effective Practices in AI Literacy Education: Case Studies and Reflections
Type: Book
ISBN: 978-1-83608-852-3

Keywords

1 – 10 of over 8000
Per page
102050