No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Manditereza, B. & Chamboko-Mpotaringa, M. (2024). Generative AI and Its Implications for Higher Education Students' Creativity. In Z. Fields (Ed.), Impacts of Generative AI on Creativity in Higher Education (pp. 177-192). IGI Global. https://doi.org/10.4018/979-8-3693-2418-9.ch007
Abstract
Abstract
This chapter explores Generative AI (artificial intelligence) in higher education regarding students' creativity. By utilising the quantitative content analysis approach, the chapter explored the impact of generative AI in higher education to understand its transformative effects on students' creative thinking processes and its outcomes. Current literature reveals the latest thinking on how AI enables or disrupts students' creativity. Generative AI is a potent tool in higher education which generates original content like text, images, music, and videos based on input data or predefined models. The adoption of generative AI led to the need to understand how these advancements may shape the educational experience to develop essential skills like creativity. Since creativity is crucial in today's digital age, generative AI raises questions about its potential impact on the imagination. The aspect of creativity, which is fundamental in higher education, offers students opportunities to enhance critical-thinking, problem-solving, and innovation; however, a balance is necessary between the utilisation of AI tools and the human element of creativity
ResearchGate has not been able to resolve any citations for this publication.
Many engaged in the development of Artificial Intelligence (AI) see education as a potential market for sales. They predict that AI will transform teaching, learning and assessment. In describing just how this will occur, AI advocates suggest a combination of individualized learning, adaptive and engaged assessment, and personal support for the learners' journey will be the hallmarks of the new reality for education. Harsh reality suggests something different. Using a simple framework of the potential impact of AI tools and the burden they require; a more incremental adoption is likely. This paper presents both the transformation framework and the more likely incremental approach as the choice for instructors, administrators, and policymakers.
AI use in higher education raises ethical concerns that must be addressed. Biased algorithms pose a significant threat, especially if used in admission or grading processes, as they could have devastating effects on students. Another issue is the displacement of human educators by AI systems, and there are concerns about transparency and accountability as AI becomes more integrated into decision-making processes. This paper examined three AI objectives related higher education: biased algorithms, AI and decision-making, and human displacement. Discourse analysis of seven AI ethics policies was conducted, including those from UNESCO, China, the European Commission, Google, MIT, Sanford HAI, and Carnegie Mellon. The findings indicate that stakeholders must work together to address these challenges and ensure responsible AI deployment in higher education while maximizing its benefits. Fair use and protecting individuals, especially those with vulnerable characteristics, are crucial. Gender bias must be avoided in algorithm development, learning data sets, and AI decision-making. Data collection, labeling, and algorithm documentation must be of the highest quality to ensure traceability and openness. Universities must study the ethical, social, and policy implications of AI to ensure responsible development and deployment. The AI ethics policies stress responsible AI development and deployment, with a focus on transparency and accountability. Making AI systems more transparent and answerable may reduce the adverse effects of displacement. In conclusion, AI must be considered ethically in higher education, and stakeholders must ensure that AI is used responsibly, fairly, and in a way that maximizes its benefits while minimizing its risks.
In this article I explore the concept of postplagiarism, loosely defined as an era in human society and culture in which advanced technologies such as artificial intelligence and neurotechnology, including brain-computer interfaces (BCIs), become a normal part of life, including how we teach, learn, communicate, and interact on a daily basis. Ethics and integrity are intensely important in the postplagiarism era when technology cannot be decoupled from everyday life. I argue that it might be reasonable to assume that when commercialized neuro-educational technology is readily available in a form that is implantable/ingestible/embeddable and invisible then academic integrity arms race will be over, as detection will be an exercise in futility.
In a postplagiarism era, humans are compelled to grapple with questions about ethics and integrity for a socially just world at a time when advanced technology cannot be unbundled from education or everyday life. I conclude with a call to action for transdisciplinary research to better understand ethical implications of advanced technologies in education, emphasizing that such research can be considered pre-emptive , rather than speculative . The ethical implications of ubiquitous artificial intelligence and neurotechnology (e.g., BCIs) in education are important at a global scale as we prepare today’s students for academic and lifelong success.
Two studies examined violent video game effects on aggression-related variables. Study 1 found that real-life violent video game play was positively related to aggressive behavior and delinquency. The relation was stronger for individuals who are characteristically aggressive and for men. Academic achievement was negatively related to overall amount of time spent playing video games. In Study 2, laboratory exposure to a graphically violent video game increased aggressive thoughts and behavior. In both studies, men had a more hostile view of the world than did women. The results from both studies are consistent with the General Affective Aggression Model, which predicts that exposure to violent video games will increase aggressive behavior in both the short term (e.g., laboratory aggression) and the long term (e.g., delinquency).
The advancement of technology over the past two decades has provided various tools and platforms that facilitate and optimize the language-teaching-learning process using diverse teaching methods that help learners to acquire and understand new knowledge interactively. Despite extensive research highlighting the intersection between education and artificial intelligence technologies, many language teachers are unaware of innovative learning approaches at their disposal. As a result, the potential to transform classroom learning is yet to be realized. The chapter aims to close this gap by providing an overview of the transformation of language teaching experiences in the artificial intelligence age and exploring the opportunities and challenges associated with immersive and gamification technologies. The chapter argues that incorporating innovative technologies in teaching significantly contributes to language learning experiences. The chapter provides insight, more understanding and adds to the body of literature of the study area.
This research paper explores the potential impact of artificial intelligence (AI) on higher education. The integration of AI has the potential to revolutionize teaching and learning, optimize administrative processes, and enhance research capabilities. The use of adaptive learning systems, intelligent tutoring systems, and virtual learning assistants, powered by AI, can help personalize learning, provide real-time feedback and support, and foster increased student engagement. Moreover, AI-powered administrative systems can automate routine tasks such as admissions, enrollment, and financial aid processing, freeing up valuable resources for more strategic initiatives. The application of predictive analytics, empowered by AI, can enable universities to harness the power of large datasets to make data-driven decisions. However, ethical considerations, potential biases, and concerns about faculty roles and pedagogical implications must also be taken into account. Ensuring fairness, transparency, and accountability in AI algorithms and protecting student data privacy and security are critical. The impact of AI on faculty roles and job displacement is another pressing concern, which may require proactive measures to support faculty. The paper concludes that responsible and ethical implementation of AI technologies in higher education requires thorough scrutiny of its complex facets, including the balance between human-driven and AI-driven instruction and potential reliance on AI in decision-making processes, to ensure that AI is used to its full potential for the benefit of students, faculty, and society.
While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.
Artificial intelligence (AI) holds significant implications for higher education; however, references to AI in the literature are often vague and open to debate. In order to understand how to progress AI-related research and analysis, this critical review systematically searched top higher education journals for references to the term ‘artificial intelligence’. We reviewed definitions and conducted a discourse analysis of included texts. Our findings identify few, confusing definitions and little overt reference to AI as a research object. We delineated two Discourses. The Discourse of imperative change outlines how AI is seen as an inevitable change to which all must respond. Additionally, the Discourse of altering authority describes how texts position AI as decentring the teacher and spreading authority across staff, machines, corporations and students. Our analysis prompts a call for new research foci that attend to the social implications of AI, including tracing accountability in AI-mediated practices and exploring how AI influences learning and teaching relationships.
As part of the human-computer interaction (HCI) that artificial intelligence has, it has a specific effect on developing critical thinking skills, which is what this study is looking at. The purpose of this study was to determine the impact of AI friend apps on EFoLLe (English foreign language learners) interactions with technology. The primary focus of this paper is on a new artificial intelligence-based immersion teaching method for university-level English. Students’ English proficiency and CT are the primary goals of this course. This study employs mixed methods research design using an online survey and classroom observation. Both quantitative and qualitative data collection and analysis techniques helped researchers to understand deeply. Still, little research was used to look at the survey and how people acted while they were learning how to use AI to improve CT skills. The participants in this paper were polled using an online survey. A total of 453 people participated in the survey. According to the outcomes of the study, AI friends to enhance students’ critical thinking abilities has a positive impact among the participants. Because AI-based instruction promotes students’ trust, self-confidence, open-mindedness, and maturity in English, it can help them improve their critical thinking skills. This is because critical thinking skills are the foundation for 21st-century skills, and AI-based instruction helps students learn these skills. This study helped AI-based instruction because it helps nonnative English students become more trusting, self-confident, open-minded, and mature in English. It also helps them learn the CT skills that are the foundation of critical thinking, so they can learn new skills in the 21st century.
Students of color, particularly women of color, face substantial barriers in STEM disciplines in higher education due to social isolation and interpersonal, technological, and institutional biases. For example, online exam proctoring software often uses facial detection technology to identify potential cheating behaviors. Undetected faces often result in flagging and notifying instructors of these as “suspicious” instances needing manual review. However, facial detection algorithms employed by exam proctoring software may be biased against students with certain skin tones or genders depending on the images employed by each company as training sets. This phenomenon has not yet been quantified nor is it readily accessible from the companies that make this type of software. To determine if the automated proctoring software adopted at our institution and which is used by at least 1,500 universities nationally, suffered from a racial, skin tone, or gender bias, the instructor outputs from ∼357 students from four courses were examined. Student data from one exam in each course was collected, a high-resolution photograph was used to manually categorize skin tone, and the self-reported race and sex for each student was obtained. The likelihood that any groups of students were flagged more frequently for potential cheating was examined. The results of this study showed a significant increase in likelihood that students with darker skin tones and Black students would be marked as more in need of instructor review due to potential cheating. Interestingly, there were no significant differences between male and female students when considered in aggregate but, when examined for intersectional differences, women with the darkest skin tones were far more likely than darker skin males or lighter skin males and females to be flagged for review. Together, these results suggest that a major automated proctoring software may employ biased AI algorithms that unfairly disadvantage students. This study is novel as it is the first to quantitatively examine biases in facial detection software at the intersection of race and sex and it has potential impacts in many areas of education, social justice, education equity and diversity, and psychology.
This study sought to determine the key digital trends and tools driving change in tourism destinations from the perspectives of South African marketers, specifically, those in the Free State province. Based on semi-structured interviews conducted with tourism destination marketers, the findings highlight key digital trends and tools causing disruptions and crucial shifts in tourism marketing. The results confirm that, although at a slow pace, Free State tourism destination marketers have embraced digital transformation and that the accelerated growth in digital technologies has reshaped the marketing processes of tourism destinations. The study contributes to the existing literature on digital marketing, which needs to be constantly updated, due to the changes in the trends, to improve the visitor experience. The study has implications for businesses, destinations, and policymakers in identifying key considerations for sustainable technology use, creating an enabling environment for digital adoption and transformation.
Owing to the unprecedented advancements in digital technologies adopted for use in marketing tourism, their use in tourism is expected only to gain momentum. The purpose of this paper is to systematically review literature
published in tourism-related journals on digital marketing tools in tourism from 2016-2020, and to discuss future trends. The analysis reveals that the increased adoption of digital marketing tools has disrupted the status quo of
the tourism industry. Findings also highlight a growing and broad digital marketing tools terrain that is thematically diverse. Tourism marketers have to ensure that they understand the trends in the digital marketing
domain and be able to adapt to the changes in order to remain competitive. Based on literature synthesis, the study provides insights into practical managerial implications and provides the groundwork for future studies.
Artificial intelligence in the fourth industrial revolution is beginning to live up to its promises of delivering real value necessitated by the availability of relevant data, computational ability, and algorithms. Therefore, this study sought to investigate the influence of artificial intelligence on the attainment of Sustainable Development Goals with a direct focus on poverty reduction, goal one, industry, innovation, and infrastructure development goal 9, in emerging economies. Using content analysis, the result pointed to the fact that artificial intelligence has a strong influence on the attainment of Sustainable Development Goals particularly on poverty reduction, improvement of the certainty and reliability of infrastructure like transport making economic growth and development possible in emerging economies. The results revealed that Artificial intelligence is making poverty reduction possible through improving the collection of poverty-related data through poverty maps, revolutionizing agriculture education and the finance sector through financial inclusion. The study also discovered that AI is also assisting a lot in education, and the financial sector allowing the previously excluded individuals to be able to participate in the mainstream economy. Therefore, it is important that governments in emerging economies need to invest more in the use of AI and increase the research related to it so that the Sustainable Development Goals (SDGs) related to innovation, infrastructure development, poverty reduction are attained.
The higher education market has prompted universities to justify their value and worth, especially to students. In Australia, New Zealand and the UK, it is increasingly common for universities to advertise their vision to prospective students, through Graduate Attributes, and showcase the sets of skills and competencies their graduates would develop throughout a degree. Whilst there are extensive studies in Australasia, research in the UK context is limited. This paper presents what we believe is the first national mapping of graduate attributes proposed by UK universities. Our analysis suggests four discourses that characterise the overarching qualities that UK students can expect to embody by graduation: self-awareness & lifelong learning, employability & professional development, global citizenship & engagement and academic & research literacy. These discourses are discussed in relation to the concept of the ‘ideal graduate’ as we highlight what can be expected from students who complete a UK higher education.
In the future, artificial intelligence (AI) is likely to substantially change both the tourism industry and tourist behavior. At present, research on artificial intelligence and tourism is receiving widespread attention, but most of them focus on a certain subject or a specific aspect of the tourism industry. For example, artificial intelligence influences the behavior of tourists and tourism enterprises. The analysis of the impact of artificial intelligence on the tourism industry as a system is still insufficient. Therefore, this research proposes a multi-dimensional framework from an industry perspective based on the existing definition of artificial intelligence. The framework involves three aspects: the level of intelligence, task types, and whether artificial intelligence is embedded in robots. The authors use a large number of Chinese practice cases to investigate how AI affects the tourism industry, then put forward a research agenda to analyze how destination government, tourism enterprises and tourist experience will change in the future. Finally, they highlight important issues related to privacy, prejudice and ethics.
Recent developments in technology have introduced dramatic changes to the practice of the accounting profession. This paper provides a comprehensive review of current developments in big data, machine learning, artificial intelligence, and blockchain utilized in general business practice and by specialized practitioners in the accounting profession worldwide. This paper explores the evolution of the accounting profession following these recent technological developments and assesses the impact of future developments. Inherent challenges and opportunities posed by these new technologies pertaining to accounting professionals and accounting educators are also examined, including an increased demand for IT professionals with accounting experience as opposed to accounting major graduates. Considering the dramatic changes and developments of AI applications in accounting, this paper reflects how all these technologies and the associated requirements of job candidates will affect the desired capabilities of accounting graduates and provides further discussion regarding what higher institutions and their accounting graduates can do to adopt such changes.
The Spanish higher education system needs to adapt to the requirements of the European Higher Education Area and to this end, it is necessary for higher education institutions to improve the quality of university education, leading to an increase in competency-based learning activities aimed at developing the skills of graduates. Since university graduates face a large number of requirements when entering the labour market, they need to develop and constantly update the appropriate skills to carry out their work properly. This paper aims to address two fundamental questions. First, do engineering graduates need acquired skills in Total Quality Management (TQM) to perform their jobs successfully? Secondly, which job profile requires the highest level of Total Quality Management training and knowledge? We carried out different multivariate statistical analyses using a sample of engineering graduates who had been in the labour market for two years. The results show that knowledge of this type of management philosophy is necessary for adequate job performance. The job profile requiring the highest level of skills in TQM is described.
Artificial intelligence (AI)—defined as a system's ability to correctly interpret external data, to learn from such data, and to use those learnings to achieve specific goals and tasks through flexible adaptation—is a topic in nearly every boardroom and at many dinner tables. Yet, despite this prominence, AI is still a surprisingly fuzzy concept and a lot of questions surrounding it are still open. In this article, we analyze how AI is different from related concepts, such as the Internet of Things and big data, and suggest that AI is not one monolithic term but instead needs to be seen in a more nuanced way. This can either be achieved by looking at AI through the lens of evolutionary stages (artificial narrow intelligence, artificial general intelligence, and artificial super intelligence) or by focusing on different types of AI systems (analytical AI, human-inspired AI, and humanized AI). Based on this classification, we show the potential and risk of AI using a series of case studies regarding universities, corporations, and governments. Finally, we present a framework that helps organizations think about the internal and external implications of AI, which we label the Three C Model of Confidence, Change, and Control.
Work-integrated learning (WIL) is considered a key strategy for promoting graduate employability. Graduate employability is a complex concept, one which has broadened in recent years to encapsulate a diverse range of skills, attributes, and other measures such as networks, professional-identity and active citizenship. This special issue presents recent scholarship on WIL and employability, addressing the question of how WIL contributes to enhancing employability outcomes for students and graduates. The importance of embedding WIL experiences in the curriculum so they are effectively supported by appropriate pedagogical strategies is emphasized, as well as the provision of quality assessment to support employability outcomes. Such supports, while critical, have resourcing implications for higher education, including impacts on staff workload which also need to be considered. Employability is considered in relation to the related construct of employment outcomes, pointing to ways in which these two perspectives can be better integrated.
Generative artificial intelligence (AI) is a form of AI that can autonomously generate new content, such as text, images, audio, and video. Generative AI provides innovative approaches for content production in the metaverse, filling gaps in the development of the metaverse. Products such as ChatGPT have the potential to enhance the search experience, reshape information generation and presentation methods, and become new entry points for online traffic. This is expected to significantly impact traditional search engine products, accelerating industry innovation and upgrading. This paper presents an overview of the technologies and prospective applications of generative AI in the breakthrough of metaverse technology and offers insights for increasing the effectiveness of generative AI in creating creative content.
This This research aims to examine the impact of AI on personalized learning and adaptive assessment in higher education and investigate the ethical and social implications of using AI in these contexts. A mixed-methods approach was used, involving surveys, interviews, focus groups, institutional records, and system logs to collect both quantitative and qualitative data. The population included higher education institutions that use AI in personalized learning and adaptive assessment systems, as well as students and educators who use these systems. The results of the study showed that AI-based systems had a positive impact on student engagement and motivation, as well as providing personalized learning experiences. However, the analysis also revealed some limitations and potential concerns, such as technical issues and the potential for bias in the AI algorithms used in these systems. Ethical and social implications were analyzed using ethical frameworks such as the Belmont Report and principles of distributive justice. To ensure ethical and socially responsible use of AI in personalized learning and adaptive assessment, clear guidelines and standards for the development and implementation of these systems need to be established. This includes promoting transparency and accountability in the use of student data, ensuring that algorithms are developed and validated in a fair and unbiased manner, and involving diverse stakeholders in the design and implementation of these systems to promote equity and fairness. Informed consent should also be obtained from students and other stakeholders, and measures should be taken to ensure that student data is kept confidential and secure. Ongoing monitoring and evaluation should be conducted to assess the impact of AI-based systems on student outcomes and to identify and address any unintended consequences or biases.
Human knowledge has undergone a constant process of information accumulation—first about nature, then about space, and finally about most of the social processes in which a human being is involved during life. Obviously, not all this knowledge is exhaustive, but libraries are impressive witnesses to the work of so many generations of researchers and teachers, and no doubt we can appreciate it objectively as positive results in many areas. The evolution of knowledge has made a huge leap since the invention of printing, and from that moment, a growing category of people have access to knowledge about contemporary realities, as well as cultural and artistic “products”. Knowledge has become increasingly “popular” in the background, meaning that the price of access to culture and information about every day realities has dropped to a level easily reached by more than half of each country's population. The second great transformation brought by the human mind appeared at the time of the Internet creation, which today has been extended to the dimension of new technology, called artificial intelligence. In this new paradigm, education is about creating new directions of action, and as a result, changing the entire human society. Within this great transformation, higher education—carried out in universities—will play a fundamental role, and the legal limits of the activities that these huge research centers are doing well in turn influence the next decades of all nations and countries, with no exception.
Brands take advantage of technology, social media and constant connectivity to foster organic consumer engagement and interactions towards co-creating personalised customer service. Real-time service offers dynamic engagement with connected consumers. Brands in tourism and hospitality use technology to dynamically enhance consumer experience through co-creation. The integration of real-time consumer intelligence, dynamic big data mining, artificial intelligence, and contextualisation can transform service co-creation by mobilising recourses in the ecosystem. Nowness service emerges by dynamically engaging consumers in experience cocreation in real time. It has five interconnected characteristics that revolutionise the tourism and hospitality, namely: real-time, co-creation, data-driven, consumer-centric and experience co-creation. © 2019
Impact of artificial intelligence on higher education
- R Ahuja
Ahuja, R. (2019). Impact of artificial intelligence on higher education. In Artificial
Intelligence in Higher Education (pp. 39-52). Springer.
AI in Education: Promises and pitfalls. The Future of Children
- R S Baker
Baker, R. S. (2019). AI in Education: Promises and pitfalls. The Future of Children,
29(2), 181-199.
Enhancing creativity using generative AI techniques: An exploratory study
- Y Bao
- J Zhang
- L Liang
- X Wang
- W Cheng
Bao, Y., Zhang, J., Liang, L., Wang, X., & Cheng, W. (2022). Enhancing creativity
using generative AI techniques: An exploratory study. IEEE Transactions on Learning Technologies. Advance online publication. DOI:10.1109/TLT.2022.3188088
Seven things you should know about artificial intelligence in teaching and learning
- Educause
Educause. (2019). Seven things you should know about artificial intelligence in
teaching and learning. Educause Learning Initiative.
Advance online publication
Qualitative Content Analysis. SAGE Open, 4(1). Advance online publication.
DOI:10.1177/2158244014522633
Integrating generative artificial intelligence in higher Education: Challenges and opportunities
- G Karampiperis
- N Papanikolaou
Karampiperis, G., & Papanikolaou, N. (2022). Integrating generative artificial intelligence in higher Education: Challenges and opportunities. Frontiers in Education,
7(6), 875536. DOI:10.3389/feduc.2022.875536
Technologies for Education: From Gamification to AI-enabled Learning
- Y Y Nguwi
Nguwi, Y. Y. (2023). Technologies for Education: From Gamification to AI-enabled
Learning. International Journal of Multidisciplinary Perspectives in Higher Education, 8(1), 111-132.
Interaction between learning and development. Readings on the Development of Children
- L S Vygotsky
Vygotsky, L. S. (1978). Interaction between learning and development. Readings
on the Development of Children, 23(3), 34-41.
Governing by numbers: Algorithmic governance and the hidden algorithms that govern people's lives. Learning, Media and Technology
- B Williamson
Williamson, B. (2020). Governing by numbers: Algorithmic governance and the
hidden algorithms that govern people's lives. Learning, Media and Technology,
45(3), 247-265.
Creativity and Artificial Intelligence: A Digital Art Perspective
- B Xing
- T Marwala
Xing, B., & Marwala, T. (2018). Creativity and Artificial Intelligence: A Digital
Art Perspective. Springer. ArXiv, abs/1807.08195.