Ethical Considerations of AI in Education
From Digital Culture & Society
Contents |
[edit] Context Statement
Artificial Intelligence (AI) tools are beginning to be used by students and teaching professionals in a variety of ways. Most research suggests that rather than fighting to keep AI out of education, proper integration should be sought. This integration means understanding more deeply the ethical underpinnings of AI in the education context to develop guidelines and regulations that suit the goals of students, teaching professionals, researchers and academic institutions. While ethics arise in almost all conversations of AI in education, this sub-topic area considers ethics more specifically with respect to global AI ethics policies, student perceptions of ChatGPT, and the role of generative AI in education and research. These articles are significant to the broader discourse on AI in education and ethics, addressing distinct ethics concerns such as data privacy, plagiarism, copyright infringement, algorithmic bias, and transparency and accountability of AI systems in education.
[edit] Navigating the Ethical Challenges of Artificial Intelligence in Higher Education
Slimi, Z., & Carballido, B. V. (2023). Navigating the Ethical Challenges of Artificial Intelligence in Higher Education: An Analysis of Seven Global AI Ethics Policies. TEM Journal, 12(2), 590–602.
https://doi.org/10.18421/TEM122-02.
[edit] Context
The article aims to provide recommendations for the ethical use of AI in education, acknowledging the evolving landscape of AI tools and their impact on academic integrity. It contributes to the discussion on guidelines and regulations needed for AI in education by examining existing policies in various areas of the world. It outlines the opportunities and challenges arising from the integration of AI in education and highlights the need for responsible use to maintain academic integrity. The authors stress the role of stakeholders, including educators, researchers, and students, in using AI tools ethically and advocate for the development of educational policies addressing the challenges posed by AI in education.
[edit] Overview
This article focuses on seven existing AI policies related to AI integration within higher education from around the world. The seven organizations policies are examined by UNESCO, China, the European Commission, Google, MIT, Sanford HAI, and Carnegie Mellon. It highlights some of the most glaring issues related to AI ethics including biased algorithms influenced by our own human biases in training, AI being involved in decision making processes in education like admissions and marking, and finally the potential for AI to replace human labour in education in such roles as academic advising or teaching assistance. The study states that responsible AI development requires transparency and explainability. This involves thoroughly documenting AI data collection, labeling, and algorithms to ensure traceability and prevent errors. It also discusses how when AI decisions impact human life, it is crucial to provide explanations quickly and at a level understandable to stakeholders. The article discusses the importance of responsible AI development in policy, addressing the potential impact on employment and advocating for worker retraining and social safety nets. Similarly, it highlights instances where organizations encourage research to mitigate negative impacts while creating new opportunities for workers.
[edit] Research Design
The study’s methodology is a discourse analysis examining several AI policies and observing data found in other studies on the ethical underpinnings of AI in education focussing on three main themes: AI bias, AI decision making, and the potential displacement of human labour by AI. Thematic coding of the data was systematically executed in alignment with these core topics, and the Fairclough dimensions were leveraged to conduct a nuanced textual analysis. The Fairclough method involves a critical examination of language usage within texts. This approach emphasizes the interplay between language, power structures, and social context. By scrutinizing linguistic patterns and discourse within the AI ethics policies, the study sought to uncover underlying power dynamics, social implications, and ideological influences embedded in the texts. To select policies for analysis, a purposive sampling technique was adopted, ensuring relevance to the research questions and encompassing diverse perspectives from various regions and stakeholders. Ethical considerations were comprehensive, addressing data accuracy, transparency, respect for intellectual property rights, objectivity, fairness, avoidance of adverse consequences, and strict adherence to ethical guidelines and regulations throughout the research process.
[edit] Strengths and Weaknesses
The article contributes to a timely and significant discussion given the quick progress of AI in education. It provides practical recommendations for various stakeholders, offering actionable guidance on acknowledging AI tools, defining default rules, and integrating AI-related information into educational practices. The collaborative approach involving the ENAI working group and the call for feedback enhances the recommendations' applicability through refinement. Another strength of the article is the breadth of AI policies it incorporates into its analysis, offering insights formed by examining a wide range of policies and their challenges. Moreover, it encompasses the viewpoints of multiple stakeholders, considering power dynamics as a factor in AI policy. The article's weaknesses include a lack of in-depth technical discussions about AI, potentially limiting accessibility for readers with a more technical background. The acknowledgment that AI's impact on education is evolving rapidly is both a strength and a weakness, as the recommendations may require frequent updates to remain relevant in the dynamic AI landscape. While purposive sampling aligns with the specific research objectives, it is acknowledged that this methodological choice may introduce limitations in terms of representing the broader population, potentially impacting the generalizability of their findings.
[edit] Assessment
The article is a valuable tool for individuals seeking to understand the ethical dimensions of integrating AI in education. It serves as a comprehensive guide for academics, researchers, and policymakers in navigating the challenges associated with AI tools while upholding academic integrity. This work is particularly useful for educators and institutions aiming to establish ethical frameworks and policies related to AI in education. Usefulness extends to various stakeholders, including Educational Policymakers, as it offers guidance for developing guidelines on the ethical use of AI in educational institutions. Educators can leverage it as a tool to incorporate ethical considerations into their use of AI tools in teaching and assessment. Researchers in the field of AI in education and those involved in the hiring process can benefit from the recommendations to ensure ethical practices in their work. In summary, the article provides practical recommendations, fosters collaboration, and addresses the ethical implications of AI in education, making it a valuable resource for stakeholders navigating the intersection of AI and academic integrity.
[edit] Analyzing the students’ views, concerns, and perceived ethics about chat GPT usage
Farhi, F., Jeljeli, R., Aburezeq, I., Dweikat, F. F., Al-shami, S. A., & Slamene, R. (2023). Analyzing the students’ views, concerns, and perceived ethics about chat GPT usage. Computers and Education. Artificial Intelligence, 5, 100180-.
https://doi.org/10.1016/j.caeai.2023.100180.
[edit] Context
The article explores the usage of ChatGPT in education, specifically focusing on students in the United Arab Emirates. In the broader context of platform technology, it contributes to the growing discourse on the integration of AI language models in educational settings. The study addresses a gap in the existing literature by examining students' opinions, concerns, and ethical considerations related to ChatGPT. It aligns with the evolving landscape of AI applications in education and the need for insights into the implications of such technologies. It offers useful insights into the student perspective of AI in student work, which is often discussed but yet to be fully researched. Ethical considerations include avoiding plagiarism, promoting original thinking, and developing comprehensive guidelines for responsible use.
[edit] Overview
The study employs various methodologies, including ‘discriminant validity analysis’, ‘coefficients of determination’, and ‘path analysis’, to assess the impact of ChatGPT on students' views, concerns, and perceived ethics. It begins with a validation of discriminant validity, followed by an analysis of coefficients of determination, and concludes with a path analysis exploring the relationships between ChatGPT usage and students' views, concerns, and perceived ethics. The article aims to provide a comprehensive understanding of how students perceive and utilize ChatGPT, shedding light on potential benefits and concerns. Specifically, the study employed a cross-sectional design and structured survey. The research tested three hypotheses using Partial Least Square-Structural Equation Modeling (PLS-SEM). The first hypothesis, confirming that ChatGPT significantly affects students' views, is supported by findings illustrating students' positive perceptions of ChatGPT's role in various educational tasks. The second hypothesis, indicating a significant effect on students' concerns, aligns with students' favor for ChatGPT in education but highlights ethical concerns, such as over-reliance and potential impacts on critical thinking. The third hypothesis, showing a significant impact on perceived ethics, reflects students' multifaceted ethical considerations about ChatGPT usage. The study suggests practical ways to combat plagiarism by students on assignments. These include potentially modifying student work to include handwritten assignments, group work, and verbal exams.
[edit] Strengths and Weaknesses
The study’s biggest strength is in its employment of special models used in statistics and various methodologies, including ‘discriminant validity analysis’, ‘coefficients of determination’, and ‘path analysis’ to its findings. This enhances the reliability of the data. The study goes beyond mere observation by suggesting practical implications for stakeholders, including students, teachers, and policymakers. The emphasis on formulating guidelines and addressing potential ethical issues demonstrates a proactive approach to responsible integration of AI tools in educational institutions. Focusing on students in the UAE provides localized insights into the impact of ChatGPT in a specific cultural and educational context. The article offers a comprehensive analysis by covering discriminant validity, coefficients of determination, and path analysis, providing a holistic assessment of the research questions. However, weaknesses include limited generalizability due to the study's geographical focus on Al-Ain City, UAE, potentially hindering the application of findings to other regions. The reliance on simple surveys may fall short in capturing nuanced perspectives, and responses could be influenced by participant biases. The study admits limitations of student perspectives, which may vary more than the study assumes. Additionally, the study admits limitations for not explicitly referencing or utilizing existing theoretical frameworks, limiting its theoretical contributions. Additionally, some of the language and writing used in the article causes issues with flow including tense and grammar issues.
[edit] Assessment
Overall, the study's strength lies in its thorough investigation of the student side of the discussion, offering a nuanced perspective on the multifaceted impact of ChatGPT on students, which can inform future educational practices and policies This article is a valuable resource for researchers, educators, and policymakers interested in understanding the multifaceted impact of ChatGPT on students in educational settings, particularly in the UAE. It provides insights into students' perceptions, concerns, and ethical considerations associated with the integration of AI language models in education. The comprehensive analysis methods help to validate its findings. Additionally, it contributes to the broader field of AI in education by offering localized empirical data on student perspectives, providing a foundation for further theoretical exploration and practical implementations. Ethics committees overseeing technology use and general readers interested in the ethical implications of AI in education can benefit from the article's contributions to the ongoing discourse on responsible AI usage in educational contexts. Some of the article was difficult to read at times due to grammar and tense issues. Overall, it was well organized by sections and its methodology was thorough.
[edit] Generative AI in Education and Research: Opportunities, Concerns, and Solutions
Alasadi, E. A., & Baiz, C. R. (2023). Generative AI in Education and Research: Opportunities, Concerns, and Solutions. Journal of Chemical Education, 100(8), 2965–2971.
https://doi.org/10.1021/acs.jchemed.3c00323
[edit] Context
This article fits into the broader context of the intersection between artificial intelligence and education, specifically focusing on generative AI and its ethical issues. The article is specifically focussing on the field of chemistry as it is from a chemistry journal. The field is currently witnessing a transformative shift in educational practices and research methodologies due to advancements in AI technologies. The article engages with the ongoing discourse on the responsible and effective integration of AI in education and research. It aligns with the theoretical discussions around the ethical considerations, challenges, and opportunities associated with the adoption of AI in these domains. The article employs usage of Chat-GPT in assisting to fashion the article itself in interesting ways including a back and forth question and answer as well as assistance with editing.
[edit] Overview
The article highlights some of the major concerns in AI’s role in education, as well as some potential solutions. The article offers an assessment of AI's role in scientific publications, and outlines the implications for professional activities. One practical suggestion and a scenario is giving students AI generated answers and allowing them to dissect, engage with, and corroborate the evidence provided. Evaluation of AI’s answers to a question can be useful. In the context of research, the article discusses the potential for AI writing to remove inconsistencies in writing. Also, AI could generate summaries tailored to a reader's research needs. Importantly, equity and accessibility concerns are addressed. The authors offer training recommendations for educators, and highlight the strengths and potential drawbacks of AI integration in the classroom. Finally, the collaborative relationship between human researchers and AI is discussed. The article discusses what ethics will arise when currently free services start charging. It is interesting to note that we do already have a discrepancy in equity based on the current free vs. paid versions of ChatGPT (3.5 and 4).The article points out that to address ethical concerns such as data privacy, fairness, and inclusivity, educators must be informed deeply on the issue, and training programs should be implemented in professional academic settings.
[edit] Strengths and Weaknesses
The article is thorough in exploring a wide range of topics related to AI integration in Education. It provides a balanced perspective on both opportunities and challenges. The article offers practical solutions to address existing concerns, like training programs that can be implemented for education professionals, as well as the use of AI collaboratively for scientific publications. The article includes real-world examples and scenarios which lends to the practicality of the discussion. It recognizes the collaborative inevitabilities of AI and humans, emphasizing a balanced assessment of the issue. The article discusses a number of questions and answers in an easily digestible format. Furthermore, the article is very recent which is appropriate for research on a rapidly evolving subject area like artificial intelligence. While the article covers an array of varied topics related to AI and education, it may be limited in its depth of analysis into specific case studies or empirical research to support its claims. The discussion on equity and accessibility concerns could benefit from more concrete examples illustrating the disparities more fully. Furthermore, the article may not extensively explore the potential cultural or societal impacts of widespread AI integration into education and research. The article while attempting to focus on wider implications of AI and education might be shortsighted by focussing too closely on research in the chemistry field.
[edit] Assessment
This article uniquely fashions arguments about how large scale AI integration in academia could potentially be inevitable. It draws interesting comparisons with calculators and early dismissal of the internet. It highlights how humans can integrate with AI by leaving certain tasks up to AI and others up to us like understanding, and evaluating. This article would be useful for educators, researchers, and policymakers seeking a comprehensive overview of the opportunities and challenges associated with integrating generative AI into education and research. It serves as a valuable tool for understanding the ethical considerations, potential solutions, and the collaborative role of AI in these domains. The article serves as a valuable resource for designing educator training programs, formulating equitable AI access policies, aiding researchers in exploring AI's ethical implications, appealing to students and scholars interested in the article's conclusions, assisting technologists developing AI tools for education, and providing policymakers with a comprehensive overview for guideline formulation at institutional, national, or international levels. At the end of the article, the authors make a statement revealing that in their ‘concerns about AI and potential solutions’ section, Chat GPT-4 was used to answer these very questions, as well as assisted in editing some grammar for the article. This is an extremely interesting way to design a scholarly article on the subject.
Dv21jd 19:01, 7 December 2023 (UTC)
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