Perspectives and Experiences of Using Generative AI by Undergraduate Speech Language Pathology Students for Course Navigation and Caregiver Information Session Preparation (original) (raw)
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arXiv (Cornell University), 2023
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Asian Journal of Distance Education, 2024
This study explores the transformative potential of Generative AI (GenAI) and ChatBots in educational interaction, communication, and the broader implications of human-GenAI collaboration. By examining the related literature through data mining and analytical methods, the paper identifies three main research themes: the revolutionary role of GenAI-powered ChatBots in educational interactions, their capability to enrich social learning, and their dual role as both support and assistance within educational settings. This research further highlights the impact of human-GenAI interaction in education from social, psychological, and cultural perspectives, focusing on social presence as a fundamental component of the teaching and learning process. It discusses the integration of GenAI and ChatBots into education and considers whether this marks the dawn of an algorithmic renaissance that elevates educational experiences or an apocalypse that threatens the very essence of human learning and interaction.
Unleashing the potential of generative AI, conversational agents and chatbots in educational praxis: A systematic review and bibliometric analysis of GenAI in education, 2023
In the rapidly evolving landscape of education, the pivotal axis around which transformation revolves is human-AI interaction. In this sense, this paper adopts a data mining and analytic approach to understand what the related literature tells us regarding the trends and patterns of generative AI research in educational praxis. Accordingly, this systematic exploration spotlights the following research themes: Interaction and communication with generative AI-powered chatbots; impact of the LLMs and generative AI on teaching and learning, conversational educational agents and their opportunities, challenges, and implications; leveraging Generative AI for enhancing social and cognitive learning processes; promoting AI literacy for unleashing future opportunities; harnessing Generative AI to expand academic capabilities, and lastly, augmenting educational experiences through human-AI interaction. Beyond the identified research themes and patterns, this paper argues that emotional intelligence, AI literacy, and prompt engineering are the trending research topics that require further exploration. Accordingly, it's in this praxis that emotional intelligence emerges as a pivotal attribute, as AI systems' ability to discern and respond to nuanced emotional cues plays a substantial role in the efficacy of educational interactions. Generative AI literacy then takes center stage, becoming an indispensable asset in an era permeated with AI technologies, equipping students with the tools to critically engage with AI systems, thereby ensuring they become active, discerning users of these powerful tools. Concurrently, prompt engineering, the art of crafting queries that yield precise and valuable responses from AI systems, empowers both educators and students to maximize the utility of AI-driven educational resources.
An Overview of the Use of Chatbots in Medical and Healthcare Education
2021
Chatbots are becoming a trend in many fields such as medical, service industry and more recently in education. Especially in healthcare education, there is a growing interest in integrating chatbots in the learning and teaching processes mostly because of their portability and affordance. In this paper, we seek to explore the primary uses of chatbots in medical education, as well as how they are developed. We elaborate on current chatbot applications and research enacted in the domains of medical and healthcare education, We focus in the areas of virtual patients in medical education, patients' education related to healthcare matters but also chatbots as course assistance in for enhancing healthcare professionals' curricula. Additionally, we examine the metrics that have been used to evaluate these chatbots, which include subjective ones like the usability and acceptability by the users, and objectives ones, like their accuracy and users' skills evaluation. Overall, even though chatbots offer a flexible solution and a vast possibility to improve healthcare education, our literature review suggests that their efficacy has not been thoroughly tested. Also, limited examples of chatbots in European Healthcare curricula have been found. These call of the need for further research towards this direction.
ChatGPT Review: A Sophisticated Chatbot Models in Medical & Health-related Teaching and Learning
Malaysian Journal of Medicine and Health Sciences, 2023
Artificial intelligence (AI) has transformed our interactions with the world, spawning complex apps and gadgets known as intelligent agents. ChatGPT, a chatbot hybrid of AI and human-computer interaction, converse with humans and have a wide range of possible uses. Chatbots have showed potential in the field of medical education and health sciences by aiding learning, offering feedback, and increasing metacognitive thinking among undergraduate and postgraduate students. OpenAI's ChatGPT, an advanced language model, has substantially enhanced chatbot capabilities. Chatbots are being used in the medical related field for teaching & learning, mental state categorisation, medication recommendation, health education and awareness. While chatbots have been well accepted by users, further study is needed to fully grasp their use in medical and healthcare settings. This study looked at 32 research on ChatGPT and chatbots in medical-related fields and medical education. Medical education, anatomy, vaccines, internal medicine, psychiatry, dentistry, nursing, and psychology were among the topics discussed in the articles. The study designs ranged from pilot studies to controlled experimental trials. The findings show the exponential growth and potential of ChatGPT and chatbots in healthcare and medical education, as well as the necessity for more research and development in this sector.
INTERNATIONAL TRANSACTIONS INOPERATIONAL RESEARCH, 2024
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) and human-like chatbots that disrupt conventional operations and methods in different fields. This study investigates the scientific landscape of CGAI and human-chatbot interaction/collaboration and evaluates use cases, benefits, challenges, and policy implications for multidisciplinary education and allied industry operations. The publications trend showed that just 4% (n = 75) occurred during 2006-2018, while 2019-2023 experienced astronomical growth (n = 1763 or 96%). The prominent use cases of CGAI (e.g., ChatGPT) for teaching, learning, and research activities occurred in computer science (multidisciplinary and AI; 32%), medical/healthcare (17%), engineering (7%), and business fields (6%). The intellectual structure shows strong collaboration among eminent multidisciplinary sources in business, information systems, and other areas. The thematic structure highlights prominent CGAI use cases, including improved user experience in human-computer interaction, computer programs/code generation, and systems creation. Widespread CGAI usefulness for teachers, researchers, and learners includes syllabi/course content generation, testing aids, and academic writing. The concerns about abuse and misuse (plagiarism, academic integrity, privacy violations) and issues about misinformation, danger of self-diagnoses, and patient privacy in medical/healthcare applications are prominent. Formulating strategies and policies to address potential CGAI challenges in teaching/learning and practice are priorities. Developing discipline-based automatic detection of GenAI contents to check abuse is proposed. In operational/operations research areas, proper CGAI/GenAI integration with modeling and decision support systems requires further studies.
Generative AI Adoption in Postsecondary Education, AI Hype, and ChatGPT's Launch
Open/Technology in Education, Society, and Scholarship Association Journal, 2024
The rapid integration of generative artificial intelligence (AI) into postsecondary education and many other sectors resulted in a global reckoning with this new technology. This paper contributes to the study of the multifaceted influence of generative AI, with a particular focus on OpenAI's ChatGPT within academic settings during the first six months after the release in three specific ways. First, it scrutinizes the rise of ChatGPT as a transformative event construed through a study of mainstream discourses exhibiting AI hype. Second, it discusses the perceived implications of generative AI for writing, teaching, and learning through the lens of critical discourse analysis and critical AI studies. Third, it encourages the necessity for best practices in the adoption of generative AI technologies in education.
Equity in Education and Society, 2023
Students' use of Artificial Intelligence tools to complete assignments spawns issues in academic integrity. The purpose of this study was to explore students' and faculty's perspectives on the benefits and challenges of using ChatGPT and assistive Artificial intelligence (AI) tools to complete assignments. This descriptive phenomenological qualitative methodology study encompassed interviews with eight students who used Large Language Models (LLMs) AI tools to complete their assignments and nine students who did not. It also contains interviews with six Faculty and their perspectives on students' use of Large Language Models (LLMs) AI tools to complete their assignments and their thoughts on the benefits and challenges. The participants were purposively selected. The data were coded based on Braun and Clarke's (2013) six steps in thematic analysis. Descriptive, in vivo, and evaluative coding were used. Additionally, data were examined semantically and latently using reductionist analysis to determine the final themes. Five components of the Unified Theory of Acceptance and Use of Technology (UTTAUT) were applied to the data collected and provided the framework for the study. Behavioural intention served as the foundation. Effort and Performance Expectancies, and facilitating conditions were exemplified in participants' responses about the use of ChatGPT, Grammarly, and other AI assistive tools, plagiarism/academic integrity, and social influence were indicated when participants (both Students and Faculty) suggested the need for the development of policies and procedures toward the appropriate use of AI tools. Effort and performance expectancies and habits were found in the data collected in the form of consideration of the pros of using AI tools such as ChatGPT and assistive tools. These include the time saved by generating information, examples for both students and Faculty, and help in the teaching/learning process, and one participant found that it motivated her.
NAVIGATING THE NEXUS OF AI LITERACIES: A STUDY ON GENERATIVE AI PRACTICES AMONG NTU STUDENTS
INTED2024 Proceedings, 2024
This research explores university students' Generative Artificial Intelligence (AI) literacies through a qualitative study of AI practices amongst undergraduates and postgraduates at Nanyang Technological University (NTU) in Singapore. Two focus group discussions involving 12 students were conducted to understand students' in-school and out-of-school use of Generative AI tools like ChatGPT. Activity theory was used as a framework to analyse literacy activities involving Generative AI for writing, learning, tasks, and creating artwork. Key in-school uses included harnessing Generative AI as a writing aid, learning assistant, task handler, and artwork generator. Challenges were also identified. Outside of school, students used Generative AI for entertainment, social media content creation, everyday tasks, and more. Students expressed both excitement and fears regarding Generative AI's impact, such as increased/decreased employment opportunities. The findings provide insights into university students' evolving AI literacies and have implications for curriculum design and faculty development to support students in an AI-transformed world.