808 Annotated Bibliography by

White, JD. (2023). Academic Integrity in the Age of AI. Available at: https://er.educause.edu/articles/sponsored/2023/11/academic-integrity-in-the-age-of-ai

kcostello216 — 2023-11-04 21:01:23 UTC

This source is an article published by Educause Review; a website recommended to me by ChatGPT. It is fairly brief but clearly lays out a few of the problems educators are having with AI as well as the possible benefits. Much of it is in line with what other articles I have read concluded and the article actually cited several academic articles I had already found. It was also useful in leading me to a few other relevant articles. The issue with this article is the bias of the author who is the CPO of a company which provides AI tools to those who work in education. However this bias is clearly stated in the article, both at the top and in the about the author section at the bottom. Additionally, nothing that it said seemed to go against the general trend I have seen in order to promote the company’s services.

Mathewson, T.G. 2023. [online]. AI Detection Tools Falsely Accuse International Students of Cheating. The Markup. Available from https://themarkup.org/machine-learning/2023/08/14/ai-detection-tools-falsely-accuse-international-students-of-cheating

kcostello216 — 2023-11-04 21:01:32 UTC

This source is an article published by a non-profit publisher focusing on the impact of technology on society. It was cited in the text for the eighth topic of this assessment’s module. The statistic cited was about Turnitin recognising the writing of students for whom English is not their first language as AI generated more often than students who are native English speakers. The article explains a study that was conducted at Stanford which found proof of this bias in other AI detection tools. It highlights the potential threat these mistakes could have to international students’ education even if they are proven not to have used AI to complete their work. This article is one of very few I managed to find in which the author had actually done their own research instead of repackaging the same fearmongering that many publications seem to prefer when reporting about AI.

Koltay, T. (2015). Data literacy: in search of a name and identity. Journal of Documentation, vol. 71, no. 2, Bingley: Emerald Group Publishing, pp.401–415.

kcostello216 — 2023-11-04 21:01:39 UTC

This source is an article published in an information sciences journal in 2014 which was recommended by ChatGPT during my search. It explores the importance of data in the modern world as well as the recent massive growth in data production. It compares data literacy, the ability to create and understand data, with information literacy, the ability to locate and recognise the need for data, defining the two and the relationships between them. It concludes that data literacy is constantly evolving and emphasises the role of librarians in aiding the public with keeping up. Additionally, the author concludes that data literacy is something people learn holistically throughout their education, rather than being specifically taught it. This source does discuss data literacy within education but makes no mention of artificial intelligence and if therefore useful for background reading but is not specific enough to my topic to be a key source.

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Akiba, D & Fraboni, MC 2023, ‘AI-Supported Academic Advising: Exploring ChatGPT’s Current State and Future Potential toward Student Empowerment’, Education Sciences, vol. 13, no. 9, Basel: MDP, p. 885

kcostello216 — 2023-11-04 21:01:45 UTC

This source is an article from 2023 which I found through the university library. The researchers explained how they came up with a list of questions then whittled it down, removing questions which were too personal or time specific. They ended up with seven questions which they asked to the free version of ChatGPT. Through analysis of its answers they determined that artificial intelligence is a tool which can complement humans and be used by them to complete work in a timelier manner but that it cannot replace them. Additionally, they concluded that AI is currently and will continue to change the world and that the focus of research should be on making sure that change is positive. Much of the paper used the medical field as examples but there were some education examples too. The article was not specific to my context but was useful, nonetheless.

Grassini, S. (2023). Shaping the future of education: Exploring the potential and consequences of AI and chatgpt in educational settings. Education Sciences, vol. 13, no. 7, Basel: MDP, pp.692–692

kcostello216 — 2023-11-04 21:01:51 UTC

This source is an article in a journal published in 2023 which I found via the university library. It analyses the potential benefits and the current limitations of artificial intelligence in education. The potential users involve translation and the semi-automation of the grading process both of which save time for teachers. Limitations include pay walls and threats like potential job cuts and lack of transparency from programmers regarding the data their AIs learn from and the recording of user’s interactions. Issues with currency and bias of data leading to the spread of misinformation thereby damaging students learning were also raised. The source also predicts a sort of arms race between AI and programmes to detect material they generate which would be expensive and ultimately useless. This source clearly laid out both pros and cons of AI before coming to what seems to be the general consensus: as long as the user is well trained, AI can be an invaluable help.

Macgilchrist, F., Allert, H. and Bruch, A. (2019). Students and society in the 2020s. Three future ‘histories’ of education and technology. Learning, Media and Technology, vol. 45, no. 1, London: Routledge, pp.1–14

kcostello216 — 2023-11-04 21:01:56 UTC

This source is an article published in 2019. Unlike many of my other sources, this source does not explain a research project but instead takes an almost science-fiction approach, exploring three possible futures for technology and the publics relationship with it. In the first scenario people’s dependence on technology allows corporations to streamline the education system into creating the perfect worker bees. In the second scenario the technical capabilities of individuals allow them to move their lives almost entirely online, becoming stateless and moving away from formalised education. In the third scenario a privacy crisis forces schools to use to open source software, teaching their students how to create the software as well as using it. The paper does explore several relevant topics with a focus on social changes resulting from technology, rather than on the technology itself. It is helpful in developing ideas about future opportunities and threats but it lacks any hard data.

Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D.E., Thierry-Aguilera, R. and Gerardou, F.S. (2023). Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT. Education Sciences, vol. 13, no. 9, Basel: MDP, p.856

kcostello216 — 2023-11-04 21:02:02 UTC

This source is an article from 2023. It explores the opportunities and threats of artificial intelligence in higher education and ways to counteract the threat, according to ChatGPT. The researchers ‘interviewed’ the AI with a series of carefully chosen questions. They asked about challenges, opportunities, barriers and how to overcome them, how to get the most from AI and current policy on banning AI in higher learning institutions. The points that the AI are the same points which have been raised in the other articles I have read with no additional depth. After reporting the AIs response, the authors went on to analyse the response and concluded that understanding AI on a deeper level, more than just how it works and how to use it, but it’s actual ‘though process’ was key in using it to its fullest potential. The source doesn’t provide any new information but does give a new perspective, that of the AI itself.

Williamson, B., Macgilchrist, F. and Potter, J. (2023). Re-examining AI, automation and datafication in education. Learning, Media and Technology, vol. 48, no. 1, pp.1–5

kcostello216 — 2023-11-04 21:02:10 UTC

This source is an editorial from a journal published in 2023. It is the same journal that a lot of the other articles I read were published in. It explains that this edition of the journal was not planned but was rather published because of the large number of articles which focused on artificial intelligence that had been submitted for publication. Since it is more of an introductory work, it only briefly describes the recent and extreme evolutions in AI technology. It offers definitions for some terminology, creating a baseline which made reading the other articles easier. It also made a key point about ethics which I had not previously considered: since AI learns from its users, it could be argued that the creators are making money from students work. Overall this source, while not key in and of itself, did help with progressing my research.

Lozano, A. and Carolina Blanco Fontao (2023). Is the Education System Prepared for the Irruption of Artificial Intelligence? A Study on the Perceptions of Students of Primary Education Degree from a Dual Perspective: Current Pupils and Future Teachers. Education Sciences, vol. 13, no. 7, Basel: MDP, pp.733–733

kcostello216 — 2023-11-04 21:02:20 UTC

This source is an article from an education science journal published in 2023, which I found on Google scholar. Its purpose is to assess the knowledge level of ChatGPT and evaluate the opinion of education students, both as current students and future teachers. It concluded that students see AI as helpful, not as a threat so long as the sources it learns from are verified. The source goes on to examine some opportunities and challenges of AI in education. Benefits, like helping special education teachers create student-specific resources, are weighed against threats, like students generating homework rather than completing it and losing a learning opportunity in the process. The conclusion was that artificial intelligence is faster than a human worker but not as accurate or in depth. The opinion of people so closely linked to education as well as the detailed analysis of the limitations of AI makes this a very valuable source.

Yang, W. (2022). Artificial Intelligence education for young children: Why, what, and how in curriculum design and implementation. Computers and Education: Artificial Intelligence, vol. 3, Amsterdam: Elsevier

kcostello216 — 2023-11-04 21:02:26 UTC

This source is an article in a journal focused on artificial intelligence published in 2022. Its focus is in Hong Kong and outline a model for teaching children about artificial intelligence. It asks three main questions: why is this education necessary, what can actually be taught to children and how can the lessons be made engaging? It highlights the fact that courses currently available are only aimed at children with a base level knowledge, making them inaccessible to children from less advantaged backgrounds. It goes on to explain that understanding of AI can be applied in other areas, even outside of technology, and introducing children to it can aid in the development of their data literacy. This source, while specific to one region, is more widely applicable. It is especially useful because it focuses on younger children than a lot of other research that I have found.

Introduction

kcostello216 — 2023-11-05 18:43:56 UTC

This annotated bibliography contains a variety of sources which were found either through searching Google Scholar and the online database for the Robert Gordon University Library or through recommendation of ChatGPT. Each of these 10 sources explores the role of AI in education, with a brief description of their contents and evaluation of their usefulness.