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Survey data gathered from ancient language students in the Department of Classics at the University of Reading over Autumn 2023 term (Ross and Baines, 2023a).
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Over 2023, many universities and policy organisations in the higher education (HE) sector are working to create guiding principles and guidelines for the use of generative artificial intelligence (AI) in HE Teaching and Learning (T&L). Despite these guidelines, students remain unsure if and how they should use AI. This article discusses the AI info...
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... many students mentioned more obscure tools, including Tome, Loom AI, SnapchatAI, WordTune, and PicsArt. The majority were hearing about these tools on social media or in conversation with friends and classmates (Figure 7). It is clear from these results that students not only know about generative AI, but they are constantly being bombarded with advertisements for all sorts of tools as they are published. ...
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... To name but a few, ChatGPT alone recognises an estimated 339 million Latin-related 'tokens', and it not only recognises Latin material but also can generate its own texts. Many AI chatbots present some parsing capabilities for both ancient languages, providing countless examples of Latin texts (Burns, 2023;Ross & Baines, 2024;Ross, 2023). There are developments with Gen AI's involvement in dating of Greek inscriptions and papyri (Locaputo, 2024). ...
... There are also difficulties with Gen AI noting linguistic variation, as it fails to distinguish how similar morphological forms could have multiple meanings and translations. This is a common occurrence in Latin and Greek (Ross & Baines, 2024). There is also the likelihood that Gen AI expresses confusion between languages, especially those with a Latinate alphabet or direct Latin derivatives, permitting a greater chance of AI hallucination (Bistafa, 2023). ...
... Then the students took part in a structured reflection of the activity, in which they discussed their engagement with the chatbot, along with their insights, concerns and own issues utilising it. This approach was designed to prompt student agency and awareness (Ross & Baines, 2024). ...
The place Generative AI (Gen AI) has within education and schooling has been subject to much scrutiny. Its ever-evolving and growing nature has left many educators and other stakeholders scrambling with questions about how to adapt its approach, methodology and place within the classroom. Gen AI has also been shown to have particularly efficacy in the area of Classical languages teaching. It also has challenges (Ross, 2023). The following paper explores a proactive approach to utilising Gen AI technology and programs within a Latin classroom NESA Stage 4-5/ MYP Years 1-3 in Australia (ages 11-16) (NESA: New South Wales Education Standards Authority. MYP: Middle Years Programme). It also develops some approaches to facilitate students’ reflection so as to improve their understanding of the uses and abuses of Gen AI platforms in their own learning.
... Of the 43 articles included in the research, 18 examined the ethical use of generative AI in education. Surveys were conducted with students (Chan, 2023;Cheng and Lee, 2024;Higgs and Stornaiuolo, 2024;Rojas, 2024;Ross and Baines, 2024;Zhu et al., 2024), and semi-structured interviews were conducted with academicians or teachers (Fassbender, 2024;Van Wyk, 2024). Other studies included in the research examined ethical issues in different fields, such as health, finance, public administration, and chemical engineering. ...
... Other studies included in the research examined ethical issues in different fields, such as health, finance, public administration, and chemical engineering. Four studies (Chan, 2023;Higgs and Stornaiuolo, 2024;Rojas, 2024;Ross and Baines, 2024) used a mixed methods research method. Chan (2023) Ninety-eight authors wrote the 43 articles included in the review. ...
... A more sustainable and environmentally responsible approach to AI research, development, and deployment is essential. Wörsdörfer (2024b) stated that Biden's Executive Order on AI does not see AI as a risk factor for climate change and does not address the increased greenhouse gas emissions and e-waste problem associated with AI. Ross and Baines (2024) expressed student concerns about carbon emissions associated with generative AI. Daniel and Xuan (2024) emphasize AI's potential contribution to sustainability efforts, such as optimizing energy use and developing new materials for green technologies. ...
As generative artificial intelligence (generative AI) technology rapidly develops, new tools are being introduced to the market, and its use in many areas, from education to healthcare, is quickly increasing. Therefore, ethical research must keep pace with these developments and address the new challenges. In this way, AI can benefit society and prevent potential harm. This study was conducted to identify ethical issues in the use of generative AI, highlight prominent issues, and provide an overview through a systematic literature review. A systematic search was conducted in Scopus, Web of Science, and ScienceDirect databases to retrieve articles examining ethical aspects of generative AI with no year restrictions. The search terms were "generative artificial intelligence," "generative AI," "GenAI," or "GAI," with the combination of "ethic," "ethics," or "ethical." Studies were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Forty-three articles were included in the review after the screening process. According to the research results, the "justice and fairness" principle was emphasized in all the articles examined. The least examined ethical principles were the principle of "solidarity", which expresses unity in society or group, and the principle of "dignity", which means the value an individual feels for himself and his rights. The authors of the 43 articles are mainly from the United States (n = 31), followed by China (n = 15) and the United Kingdom (n = 13). Of the 43 articles reviewed, 41 mentioned ChatGPT, albeit as an example. This study reviews the literature on the ethical use of generative AI and presents challenges and solutions.
... This study employed thematic analyses to address the subsequent research problems. [36] Scopus, WoS Ružić & Balaban (2024) [37] Scopus, WoS Ross & Baines (2024) [38] Scopus, WoS Cong-Lem et al. (2024) [39] Scopus Hieu & Thao (2024) [40] Scopus Ivanytska, et al. (2024) [41] WoS Avsheniuk et al. (2024) [42] WoS Noroozi et al. (2024) [43] WoS Joseph (2023) [44] WoS ...
A plethora of publications have shed light, particularly on the affordances of artificial intelligence (AI) in language education, garnering significant attention, promising transformative impacts on teaching and learning practices. However, the rapid adoption of AI tools has raised ethical concerns regarding data privacy, bias and academic integrity. in response to these concerns, this systematic review aims to explore the responsible and ethical use of AI in language education (REALE) by examining recent literature from 2020 to 2024. The structure of this research revolves around two key questions: What are the emerging patterns and practices in REALE? and What research methodologies have been utilized in studies examining REALE? The researchers selected 9 studies from 65 publications in the Web of Science (WoS) and Scopus databases, following a rigorous screening process based on predefined inclusion and exclusion criteria. These selected studies were analyzed using thematic codes: the objective of the study, methodologies applied, sample, country and the-NonCommercial 4.0 International (CC BY-NC 4.0) License (https://creativecommons.org/licenses/by-nc/4.0/). 316 Forum for Linguistic Studies | Volume 06 | Issue 05 | November 2024 key outcomes reported. The findings reveal a growing trend towards implementing AI in language education, with an emphasis on ethical training and awareness. The review suggests the necessity for educators and policymakers to develop comprehensive guidelines for the responsible and ethical use of AI in language education. It also recommends further research into inclusive and ethical AI practices across different educational levels to foster a more equitable and responsible use of technology in language education.
