Tate, T. P., Doroudi, S., Ritchie, D., Xu, Y., & uci, m. w. (2023, January 10). Educational Research and AI-Generated Writing: Confronting the Coming Tsunami. https://doi.org/10.35542/osf.io/4mec3
Abstract: The public release and surprising capacity of ChatGPT has brought AI-enabled text generation into the forefront for educators and academics. ChatGPT and similar text generation tools raise numerous questions for educational practitioners, policymakers, and researchers. We begin by first describing what large language models are and how they function, and then situate them in the history of technology’s complex interrelationship with literacy, cognition, and education. Finally, we discuss implications for the field.
Also “Chatting and Cheating. Ensuring academic integrity in the era of ChatGPT” (Cotton et al, 2023) and/or “ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education” (Kasneci et al, 2023).
Abstract: The public release and surprising capacity of ChatGPT has brought AI-enabled text generation into the forefront for educators and academics. ChatGPT and similar text generation tools raise numerous questions for educational practitioners, policymakers, and researchers. We begin by first describing what large language models are and how they function, and then situate them in the history of technology’s complex interrelationship with literacy, cognition, and education. Finally, we discuss implications for the field.
Also “Chatting and Cheating. Ensuring academic integrity in the era of ChatGPT” (Cotton et al, 2023) and/or “ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education” (Kasneci et al, 2023).
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