Media Releases
The need to look deeper into responsible use of artificial intelligence (AI) in higher education
Media Releases
Researchers and lecturers highlight the importance of understanding the potential benefits and challenges, as well as ethics associated with Artificial Intelligence (AI) in higher education.
In the past year, the rapid upsurge of AI tools such as OpenAI’s ChatGPT has sparked concerns about the implications of integrating Artificial Intelligence (AI) into classrooms.
AI-powered technologies bring along great potential for enhancing learning experiences. However, they also raise important issues, such as misuse that students and educational institutions must navigate. While some institutions have taken a cautious approach, for example by banning chatbots, others have started to look into co-existing with such tools.
Dr Jasper Roe FHEA, Head of Department Language School at James Cook University in Singapore, worked with researchers and lecturers from various universities to investigate how educational institutions and students can reap the benefits of AI tools while maintaining academic integrity. Together, they published several studies.
“Our research emphasises the importance of responsible AI adoption, urging educators and institutions to understand both the potential benefits and challenges associated with AI in higher education," says Dr Roe.
The research paper ‘Navigating the Generative AI Era: Introducing the AI Assessment Scale for Ethical GenAI Assessment' explores how such technologies can help support and enhance learning and teaching. It proposes an AI assessment scale to ethically evaluate generative AI use in academia. The scale provides a framework for universities to embrace AI responsibly, indicating acceptable levels of AI involvement in various educational contexts.
In the study 'Detection of GPT-4 Generated Text in Higher Education: Combining Academic Judgement and Software to Identify Generative AI Tool Misuse', the researchers address the challenge of identifying AI-generated content in written assignments when advanced prompting techniques are used. The findings emphasise the limitations of current detection methods and highlight the need for a measured approach to prevent misuse in light of the availability of new Generative AI tools.
Collectively, these studies call for a balanced and ethical approach to integrating AI into higher education.
“As institutions explore the possibilities of AI, it is crucial to address misconceptions, refine detection mechanisms, and establish ethical guidelines to ensure responsible AI use in academia,” says Dr Roe.
Public Lecture: Educational Futures: Integrity, Technology, and Risk Time: 4pm to 5pm |
Papers
Perkins, M., Roe, J., Postma, D. et al. Detection of GPT-4 Generated Text in Higher Education: Combining Academic Judgement and Software to Identify Generative AI Tool Misuse. J Acad Ethics (2023). https://doi.org/10.1007/s10805-023-09492-6
Perkins, M., Furze, L., Roe, J., & MacVaugh, J. (2023). Navigating the generative AI era: Introducing the AI assessment scale for ethical GenAI assessment. arXiv preprint arXiv:2312.07086. https://arxiv.org/abs/2312.07086
Discover further information on areas of research and research strength at James Cook University in Singapore.
Check out Dr Jasper Roe FHEA’s staff profile.
Contacts
Dr Jasper Roe FHEA [email protected]
Media: Ms Pinky Sibal [email protected] / Ms Hoe Shu Rin [email protected]