- Introduction
Artificial intelligence (AI) has rapidly become a cornerstone of technological innovation across various sectors, but nowhere is its influence more apparent than in the realm of education. From its humble beginnings to the development of advanced large language models (LLMs) like ChatGPT, AI has evolved to play an increasingly pivotal role in transforming how we approach learning, teaching, and assessment in higher education. This article examines the history of AI, its current applications in education, and the contrasting perspectives between students and academic staff regarding its use.
- The Early Days of AI: From ELIZA to Today
The journey of AI started in the 1950s when the first attempts at creating machines capable of mimicking human intelligence emerged. One notable milestone was ELIZA, a computer program developed in 1966 by Joseph Weizenbaum [1]. ELIZA simulated a conversation with users by rephrasing their statements in the form of questions, giving an illusion of understanding. Though rudimentary by today’s standards, ELIZA highlighted the potential of machines to interact with humans in ways previously unimagined.
Figure 1. Screen Shot of conversation with ELIZA [1]
As AI continued to advance, the development of neural networks and machine learning algorithms brought forth a new era of capabilities. Large language models [2], such as OpenAI’s ChatGPT [3], have pushed the boundaries of what AI can do. These models, trained on vast amounts of text data, can produce coherent, contextually relevant responses, making them useful across multiple disciplines, including education.
- The Current Status: AI and LLMs in Higher Education
AI, particularly large language models (LLMs) like ChatGPT, have increasingly found their place in higher education, supporting students, faculty, and institutions in various ways. These tools are used for research, generating ideas, tutoring, summarizing large amounts of text, and even assisting in writing assignments. For educators, AI helps in creating teaching materials, grading papers, and offering personalized feedback.
In a study conducted by Bay View Analytics [4], around 46% of faculty members in higher education institutions reported using AI tools like ChatGPT for educational purposes, primarily for content generation and assistance with administrative tasks. Meanwhile, students are leveraging AI for academic writing, brainstorming ideas, and finding solutions to complex problems.
Figure 2. Currently, AI tools are widely being used in a higher educational environments and AI technologies are helping both students and lecturers. [10]
2. Usage Levels and Aims of ChatGPT
The aim of ChatGPT and similar LLMs in education is to facilitate learning by offering tools that enhance creativity, foster problem-solving, and streamline time-consuming academic tasks. With its ability to generate essays, synthesize information, and even code, ChatGPT has quickly gained popularity among students, who view it as a valuable resource.
Beyond convenience, AI tools are helping to democratize education by giving students—especially those who may not have access to extensive academic support—the ability to improve their academic performance. With AI tools like ChatGPT available 24/7, students have access to round-the-clock assistance, enabling them to stay on top of their studies and complete assignments efficiently.
- Contradictions in Perception: Students vs. Academic Staff
Despite the advantages AI offers, there exists a palpable divide between how students and academic staff view its use in higher education. On one hand, students are generally enthusiastic about the role AI can play in their learning experience. A 2023 survey by Educause Review [5] reported that 68% of students expressed comfort using AI tools such as ChatGPT to help with their coursework. Many see these tools as a modern extension of online search engines and calculators—just another resource to improve their academic output.
On the other hand, academic staff tend to approach AI usage with greater caution. While some professors have embraced AI for content creation and grading support, many remain wary of overreliance on AI. Studies from The Chronicle of Higher Education [6] [7] found that nearly 57% of educators expressed concerns over the ethical implications of using AI to complete assignments. Issues like academic integrity, plagiarism, and the erosion of critical thinking skills often top their list of concerns.
Furthermore, while students may be comfortable using AI for assignments, they express discomfort when it comes to the idea of AI-driven grading systems. A report from Inside Higher Ed (2023) [8] revealed that 64% of students were apprehensive about AI being solely responsible for grading their assignments. This discrepancy highlights a fundamental contradiction: students are happy to use AI for their own benefit, but trust in AI wanes when it is applied to assessments that impact their grades.
- The Way Forward: Balancing Innovation with Regulation
As AI becomes more embedded in higher education, stakeholders must address these contradictions. While AI tools like ChatGPT offer clear benefits, there is still much debate about their proper role in education, particularly in terms of academic integrity and fairness. One thing is certain: regulations are needed to ensure that AI use is ethical, transparent, and beneficial for all.
Crafting these regulations will require the input of all stakeholders—students, lecturers, and policymakers alike. For AI to be a helpful tool rather than a hindrance, its implementation in education must be carefully guided by ethical frameworks that protect the academic standards that universities hold dear. This includes not only guidelines on the use of AI for assignments but also transparent policies regarding AI’s role in grading and evaluations.
3. Conclusion
In conclusion, while the future of AI in education holds immense promise, we are still in the early stages of understanding its full impact. As the landscape continues to evolve, it is crucial to strike a balance between innovation and ethical practice. With the collective efforts of the higher education community, we can harness AI’s potential while ensuring that the core values of education—critical thinking, creativity, and fairness—remain intact.
References
[1] ELIZA, https://en.wikipedia.org/wiki/ELIZA [Accessed 26/09/2024]
[2] Large Language Models, https://en.wikipedia.org/wiki/Large_language_model [Accessed 26/09/2024]
[3] ChatGPT, https://chatgpt.com/ [Accessed 26/09/2024]
[4] FACULTY PREDICT THE FUTURE (AND LEARN FROM THE PAST), https://www.bayviewanalytics.com/reports/presentations/olc_faculty_past_future_20240423.pdf
[5] Students’ Perspectives on Using AI, https://er.educause.edu/multimedia/2023/9/students-perspectives-on-using-ai [Accessed 26/09/2024]
[6] Faculty Members Still Aren’t Sure What to Make of ChatGPT, https://www.chronicle.com/article/faculty-members-still-arent-sure-what-to-make-of-chatgpt [Accessed 26/09/2024]
[7] AI in the Classroom Is a Problem. Professors Are the Solution, https://www.chronicle.com/article/ai-in-the-classroom-is-a-problem-professors-are-the-solution [Accessed 26/09/2024]
[8] The Imperfect Tutor: Grading, Feedback and AI, https://www.insidehighered.com/opinion/career-advice/teaching/2024/09/06/challenges-using-ai-give-feedback-and-grade-students [Accessed 26/09/2024]
[9] Reject Automated Grading of Student Writing, https://www.insidehighered.com/opinion/blogs/just-visiting/2023/06/15/do-not-leave-grading-machines [Accessed 26/09/2024]
[10] National Association of Elementary School Principals, 2023. 5 Strategies for Success in Bringing AI to Schools [Online]. Available from: https://www.naesp.org/resource/5-strategies-for-success-in-bringing-ai-to-schools/ [Accessed 26/09/2024].