1 Digital and Academic Literacies DIAL5111 Project 1 Lea Manikam ST10440629 2 Question 1 Question 1.1 Seven prompts were generated through ChatGPT (OpenAI, 2024) for the assignment and are shown below. 3 4 5 Question 1.2 Question 1.2.1 Generative AI allows each individual to alter their desires therefore, they will be able to comprehend and grasp concepts fully. Generative AI produces a variety of sources expertly and promptly which therefore, individuals are accessed to different materials. This skill is very helpful especially towards individuals who live in countries such as 6 South Africa since the standard of educational material is restricted. South Africa also experiences loadshedding, therefore individuals have a time restriction on researching and gaining information on a network, by generative AI they will be able to access information quickly. Generative AI is also beneficial to individuals who have disabilities therefore, this allows a bias-free education. Generative AI produces a reciprocal scheme and simulations therefore, these supply a unique examination catered for an individual's abilities and knowledge. Generative AI is cost-effective because it produces a variety of sources while reducing costs therefore, institutions will be able to access all this information while paying less (OpenAI,2024). Word count: 156 words Question 1.2.2 Generative AI could produce information that is biased which therefore results in an unequal amount of strengths and weaknesses for some students. In countries that experience inequality such as South Africa, this could make issues worse between parties. Generative AI has established issues regarding property entitlement and individuals plagiarizing generative AI. Generative AI is usually not sufficient in being clear with their results which, therefore, becomes challenging to comprehend how the assessments and leaning sources are established. This insufficient transparency results in an untrustworthy educational structure. Educational stages that are generative AI could also gather personal information about individuals and therefore, establishes risks regarding information security and privacy, especially in countries such as South Africa because their protection restrictions are not sufficient. Generative AI producers results very quickly and easy to use, therefore individuals will find it more beneficial to use generative AI than to use paper resources or finding the resources by themselves, which defeats the purpose of human features in education (OpenAI, 2024). Word count: 163 words. Question 1.2.3 ChatGPT is academically useful to students because it provides information that is catered towards each individual therefore, students will be able to comprehend the information that is being presented. ChatGPT has a quick response to the individuals desire therefore, it is very helpful to students who do not always have access to Wi-Fi or data when they need it. Students will be able to proceed in their work much faster. ChatGPT does not require any payment for their services therefore, any and every student will be able to use ChatGPT without paying anything. ChatGPT is not credible because the information presented to students does not supply the sources it was captured from. Therefore, students do not know if the information is credible since there is no author who is established that can support the information being presented. 7 ChatGPT is AI generated and students have and still are plagiarizing the information that is presented from ChatGPT therefore, students will not have the aspect of researching information for themselves, as well as students are more likely to have issues regarding plagiarism (OpenAI, 2024). Word count: 179 words. Reference list for question 1 OpenAI. (2024). ChatGPT interaction on 16 April 2024 [Online forum comment]. Retrieved from https://chat.openai.com/ Question 2 My position on the topic is that the benefits of using generative AI in higher education learning materials and assessments do not outweigh any ethical risks and challenges associated with it, especially in South Africa. The five resources I have found for my project are indicated below. A resource that supports my position (Ka Yuk Chan et al., 2023) A resource that disagrees with my position (Baidoo-anu et al., 2023) A resource that provides statistics or numerical information as evidence against my position (Ghimire et al., 2024) A resource that provides examples, case studies, surveys, or interviews as evidence for my position (Michel-Villarreal et al., 2023) A resource that provides an interesting alternative perspective/viewpoint on the topic (Lee et al., 2024) Baidoo-anu, D. and Owusu Ansah, L. 2023. Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 7(1). [Online]. Available at: https://dergipark.org.tr/en/pub/jai/issue/77844/1337500#article-authors-list Ghimire, A. Prather, J. Edwards, J. 2024. Generative AI in Education: A Study of Educators’ Awareness, Sentiments, and Influencing Factors. Arxiv>cs>arXiv:2403.15586v1. [Online]. Available at: https://arxiv.org/abs/2403.15586v1 8 Ka Yuk Chan, C. and Hu, W. 2023. Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(43). [Online]. Available at: https://link.springer.com/article/10.1186/s41239-023-00411-8#Abs1 Lee, D. Arnold, M. Srivastava, A. Plastow, K. Strelan, P. Ploeckl, F. Lekkas, D. Palmer, E. 2024. The Impact of Generative AI on Higher Education Learning and Teaching: A Study of Educators’ Perspectives. Computers and Education: Artificial Intelligence. [Online]. Available at: https://www.sciencedirect.com/science/article/pii/S2666920X24000225 Michel-Villarreal, R. Vilalta-Perdomo, E. Salinas-Navarro, D. Theirry-Aguilera, R. Silvestre Gerardou, F. 2023. Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT. Journal of education sciences, 13(9). [Online]. Available at: https://www.mdpi.com/2227-7102/13/9/856 9 Question 3 The article that will be evaluated is the Challenges and Opportunities of Generative AI for higher Education as Explained by ChatGPT (Michel-Villarreal et al., 2023). Currency This article was first published in August 2023 therefore, it is presently applicable for the topic of the benefits of using generative AI in higher education learning materials and assessments outweigh any ethical risks and challenges associated with it, especially in South Africa. Generative AI has only recently been established therefore; it is important to review if there has been any notable progress or new research since the publication date (Michel-Villarreal et al., 2023). The information in the article is current and crucial for my research because it states the opportunities such as “Research and Data Analysis" and “Support for Instructors and Teaching Assistants”, the challenges such as “Academic Integrity” and “Quality Control”, the barriers such as “Lack of Awareness” and “Ethical and Privacy Concerns” and the priorities such as “Policy Development” and “Education and Training”(Michel-Villarreal et al., 2023). 10 Relevance This article is relevant to the topic because it discusses the benefits and challenges of generative AI in higher education, including the appropriate way to use generative AI from an education aspect. This article supplies specific information that contributes to the topic such as the appropriate way to use generative AI in higher education (Michel-Villarreal et al.,2023) . As stated in the article, the appropriate way to use generative AI in higher education is “academic integrity”, “Data Privacy and Security”, “Bias Awareness and Mitigation”, “Transparency and Disclosure”, “Continuous Monitoring and Evaluation” and “Informed Consent and Opt-out Options”(Michel-Villarreal et al., 2023). This article also provides an interview with ChatGPT, showing how ChatGPT responded to questions such as, what are the risks of using ChatGPT in higher education? What are the benefits that ChatGPT has to offer to higher education? What aspects can stop higher education from fully utilizing the benefits that ChatGPT has to offer? What are the priorities that universities should uphold when using generative AI? What should be qualified as the responsible way of using AI in higher education? Do you think that higher education institutions should ban students and teachers from using generative Ai? (Michel-Villarreal et al., 2023). Authority The authors for this article are Rosario Michel-Villarreal, Eliseo VilaltaPerdomo, David Ernesto Salinas-Navarro, Ricardo Thierry-Aguilera and Flor Silvestre Gerardou. Dr. Rosario Michel-Villarreal is a professor at the University of Leeds, teaching sustainability. Rosario Michel-Villarreal is skilled in food supply chains, sustainable operations management and sustainability education. Rosario Michel-Villarreal has more than ten years of training in higher education, which took place in the United Kingdom and Mexico (Michel-Villarreal, 2024). Dr. Eliseo Vilalta-Perdomo teaches operations and information management at Aston Business School in the United Kingdom. Eliseo Vilalta-Perdomo's qualifications consist of a doctorate in philosophy, MSc manufacturing systems and BSc Industrial 11 Accuracy Purpose and systems engineering (Vilta-Perdomo, 2024). Dr. David Ernesto SalinasNavarro is professor at Aston Business School. David Navarro has experience in community resilience and sustainability (Michel-Villarreal et al., 2023). Dr. Ricardo Thierry-Aguilera qualifications consist of holding a manufacturing system, an MBA and being an industrial and systems engineer. Dr. Ricardo Thierry-Aguilera has over nine years of working in industry working in the Autoparts sector (Thierry-Aguilera, 2024). Flor Silvestre Gerardou is a professor at Leeds University, where she teaches business management and marketing ( Gerardou, 2024). This article is about Generative AI in higher education therefore, the authors decided to interview ChatGPT which questions based on generative AI in higher education, proving the point that generative AI can be useful when used in the correct manner. This article is accurate because the information provided is sourced from a generative AI, ChatGPT. This article provides an interview with ChatGPT, showing the questions asked and how ChatGPT answered. From the information that ChatGPT provided, the answers were categorized in groups: opportunities, challenges, barriers and priorities. The methods used in this article is appropriate for the topic because it provides how ChatGPT answers questions and is helpful to see what information follows under which categories (Michel-Villarreal et al., 2023). This article's purpose is to view if generative AI is beneficial for higher education and what is the appropriate way to use generative AI in higher education to avoid some of the established risks. This article is a theoretical analysis because it examines the theory which is that generative AI benefits higher education by evaluating the advantages and disadvantages and what needs to be improved. ChatGPT can be biased because it only provides a certain amount of information on a topic therefore, the advantages can be more than the disadvantages of using generative AI in higher education. This, therefore, can alter an author's perception on the topic. The purpose of this article aligns with my research goal because it 12 Overall credibility provides evidence on generative AI benefiting higher education (MichelVillarreal et al., 2023) This article is credible since the authors are overqualified therefore, the information they have provided is trustworthy. The article also provides information from a generative AI, so the reader can view how ChatGPT processes information and responds. The article also shows how the researchers sourced the information from ChatGPT and used it to categorize the information. The article has also recently been published therefore; it is presently applicable to the topic (Michel-Villarreal et al., 2023). Word count: 809. Reference list Academia. 2024. Flor Silvestre Gerardou. [Online]. Available at https://leedstrinity.academia.edu/FlorSilvestreGerardou Aston University. 2024. Eliseo Vilalta Perdomo. [Online]. Available at https://research.aston.ac.uk/en/persons/eliseo-vilalta-perdomo Michel-Villarreal, R. Vilalta-Perdomo, E. Salinas-Navarro, D. Theirry-Aguilera, R. Silvestre Gerardou, F. 2023. Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT. Journal of education sciences, 13(9). [Online]. Available at: https://www.mdpi.com/2227-7102/13/9/856 13 School of Earth and Environment. 2024. Dr Rosario Michel-Villarreal. [Online]. Available at http://environment.Leeds.ac.uk./see/staff/11563/dr-rosario-michel-villarreal Tecnologico de Monterrey. 2024. Thierry-Aguilera, Ricardo. [Online]. Available at https://research.tec.mx/vivotec/display/PID_19135
