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This paper investigates the complex interplay between generative artificial intelligence (AI) and human intellect in academic writing and publishing. It examines the 'organic versus synthetic' paradox, emphasizing the implications of using generative AI tools in educational and academic integrity contexts. The paper critiques the prevalent 'publish or perish' culture in academia, highlighting the need for systemic reevaluation due to generative AI's emerging role in academic writing and reporting. It delves into the legal and ethical challenges of authorship and ownership, especially in relation to copyright laws and AI-generated content. The paper discusses generative AI's diverse roles and advocates for transparent reporting to uphold academic integrity. Additionally, it calls for a broader examination of generative AI tools and stresses the need for new mechanisms to identify generative AI use and ensure adherence to academic integrity and ethics. The implications of generative AI are also explored, suggesting the need for innovative AI-inclusive strategies in academia. The paper concludes by emphasizing the significance of generative AI in various information-processing domains, highlighting the urgency to adapt and transform academic practices in an era of rapid generative AI-driven change. [ABSTRACT FROM AUTHOR]

This paper delves into the intricate relationship between Artificial Intelligence (AI) and the art ecosystem, emphasizing the need for a decolonizing approach in the face of AI's growing influence. It argues that the development of AI is not just a technological leap but also a significant cultural and societal moment, akin to the advent of moving images that Walter Benjamin famously analyzed. The paper examines how AI, particularly in its current oligarchical and corporate-driven form, perpetuates and magnifies the existing social inequalities, thereby necessitating a critical and radical rethinking of its role in society and the arts. At the heart of the discussion is the concept of AI as a broad term encompassing various forms of machine intelligence, from natural language processing to computer vision. The paper criticizes the dominant anthropocentric view of intelligence and creativity, proposing a more inclusive approach that considers the diverse forms of intelligence present in other species and potentially in AI itself. It underscores the role of AI in shaping the art ecosystem, not just in the creative process but also in gatekeeping and decision-making. The paper proposes a framework for decolonizing AI in the art ecosystem, focusing on four key tasks: recognizing access as a form of power, understanding and addressing biases inherent in AI, assessing the impact of AI on marginalized communities, and challenging dominant narratives and epistemologies to create space for alternative voices and perspectives. It emphasizes the need for artists and the art community to engage actively with AI, shaping its development towards more equitable and just outcomes. In conclusion, the paper calls for a radical reimagination of AI's role in society and the arts, advocating for a future where AI is not just about technological advancement but also about fostering a more inclusive, equitable, and creatively diverse world. It invites artists, thinkers, and innovators to join in this journey of reimagining and reshaping the future of AI and the art ecosystem. [ABSTRACT FROM AUTHOR]

Large language models (LLMs) have had a significant impact on several domains, including software engineering. However, a comprehensive understanding of LLMs' use, impact, and potential limitations in software engineering is still emerging and remains in its early stages. This paper analyzes the role of large language models (LLMs), such as ChatGPT-3.5, in software requirements engineering, a critical area in software engineering experiencing rapid advances due to artificial intelligence (AI). By analyzing several studies, we systematically evaluate the integration of ChatGPT into software requirements engineering, focusing on its benefits, challenges, and ethical considerations. This evaluation is based on a comparative analysis that highlights ChatGPT's efficiency in eliciting requirements, accuracy in capturing user needs, potential to improve communication among stakeholders, and impact on the responsibilities of requirements engineers. The selected studies were analyzed for their insights into the effectiveness of ChatGPT, the importance of human feedback, prompt engineering techniques, technological limitations, and future research directions in using LLMs in software requirements engineering. This comprehensive analysis aims to provide a differentiated perspective on how ChatGPT can reshape software requirements engineering practices and provides strategic recommendations for leveraging ChatGPT to effectively improve the software requirements engineering process. [ABSTRACT FROM AUTHOR]

In the era of generative AI and specifically large language models (LLMs), exemplified by ChatGPT, the intersection of artificial intelligence and human reasoning has become a focal point of global attention. Unlike conventional search engines, LLMs go beyond mere information retrieval, entering into the realm of discourse culture. Their outputs mimic well-considered, independent opinions or statements of facts, presenting a pretense of wisdom. This paper explores the potential transformative impact of LLMs on democratic societies. It delves into the concerns regarding the difficulty in distinguishing ChatGPT-generated texts from human output. The discussion emphasizes the essence of authorship, rooted in the unique human capacity for reason—a quality indispensable for democratic discourse and successful collaboration within free societies. Highlighting the potential threats to democracy, this paper presents three arguments: the Substitution argument, the Authenticity argument, and the Facts argument. These arguments highlight the potential risks that are associated with an overreliance on LLMs. The central thesis posits that widespread deployment of LLMs may adversely affect the fabric of a democracy if not comprehended and addressed proactively and properly. In proposing a solution, we advocate for an emphasis on education as a means to mitigate risks. We suggest cultivating thinking skills in children, fostering coherent thought formulation, and distinguishing between machine-generated output and genuine, i.e., human, reasoning. The focus should be on the responsible development and usage of LLMs, with the goal of augmenting human capacities in thinking, deliberating and decision-making rather than substituting them. [ABSTRACT FROM AUTHOR]

Many educators and professionals in different industries may need to become more familiar with the basic concepts of artificial intelligence (AI) and generative artificial intelligence (Gen-AI). Therefore, this paper aims to introduce some of the basic concepts of AI and Gen-AI. The approach of this explanatory paper is first to introduce some of the underlying concepts, such as artificial intelligence, machine learning, deep learning, artificial neural networks, and large language models (LLMs), that would allow the reader to better understand generative AI. The paper also discusses some of the applications and implications of generative AI on businesses and education, followed by the current challenges associated with generative AI. [ABSTRACT FROM AUTHOR]

This paper aims to determine whether there is a case for promoting a new benchmark for forecasting practice via the innovative application of generative artificial intelligence (Gen-AI) for predicting the future. Today, forecasts can be generated via Gen-AI models without the need for an in-depth understanding of forecasting theory, practice, or coding. Therefore, using three datasets, we present a comparative analysis of forecasts from Gen-AI models against forecasts from seven univariate and automated models from the forecast package in R, covering both parametric and non-parametric forecasting techniques. In some cases, we find statistically significant evidence to conclude that forecasts from Gen-AI models can outperform forecasts from popular benchmarks like seasonal ARIMA, seasonal naïve, exponential smoothing, and Theta forecasts (to name a few). Our findings also indicate that the accuracy of forecasts from Gen-AI models can vary not only based on the underlying data structure but also on the quality of prompt engineering (thus highlighting the continued importance of forecasting education), with the forecast accuracy appearing to improve at longer horizons. Therefore, we find some evidence towards promoting forecasts from Gen-AI models as benchmarks in future forecasting practice. However, at present, users are cautioned against reliability issues and Gen-AI being a black box in some cases. [ABSTRACT FROM AUTHOR]

ChatGPT (GPT-3.5), an intelligent Web-based tool capable of conducting text-based conversations akin to human interaction across various subjects, has recently gained significant popularity. This surge in interest has led researchers to examine its impact on numerous fields, including education. The aim of this paper is to investigate the perceptions of undergraduate students regarding ChatGPT's utility in academic environments, focusing on its strengths, weaknesses, opportunities, and threats. It responds to emerging challenges in educational technology, such as the integration of artificial intelligence in teaching and learning processes. The study involved 257 students from two university departments in Greece—namely primary and early childhood education pre-service teachers. Data were collected using a structured questionnaire. Various methods were employed for data analysis, including descriptive statistics, inferential analysis, K-means clustering, and decision trees. Additional insights were obtained from a subset of students who undertook a project in an elective course, detailing the types of inquiries made to ChatGPT and their reasons for recommending (or not recommending) it to their peers. The findings offer valuable insights for tutors, researchers, educational policymakers, and ChatGPT developers. To the best of the authors' knowledge, these issues have not been dealt with by other researchers. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to demonstrate how the new generative artificial intelligence (AI) tool ChatGPT changes knowledge work for individuals and what are the implications of this change for companies. Design/methodology/approach: Based on 22 interviews from informants across different industries, the authors conducted an inductive analysis on the use and utility of ChatGPT in knowledge work. Based on this initial analysis, they discovered different ways in which ChatGPT either augments human agency, makes it redundant or lacks capability in that regard. Findings: The authors develop a 2 × 2 framework of algorithmic assistance, which demonstrates four ways in which ChatGPT (and generative AI in general) interacts with knowledge workers, depending on the usefulness of ChatGPT in particular tasks and the type of the task (routine vs creative). Practical implications: Based on the insights from the interviews, the authors propose a set of actionable questions for individual knowledge workers and companies from four viewpoints: skills and capabilities; team structure and workflow coordination; culture and mindset; and business model innovation. Originality/value: To the best of the authors' knowledge, this study is among the first to identify and analyze the use of ChatGPT by knowledge workers across different industries. [ABSTRACT FROM AUTHOR]

Artificial intelligence and generative AI in higher education emerge as transformative forces, profoundly impacting educational practices and methodologies. This paper explores students' experiences using ChatGPT for learning purposes and investigates their satisfaction levels with the support provided by this tool. For data collection, the authors developed a questionnaire, and a study was conducted among a random sample of 247 university students from Ukraine graduating in Business, Engineering, and IT. The findings confirm that students most commonly rely on ChatGPT when searching for information and working on language-related tasks, such as text editing and text improvements. The study contributes to a better understanding of AI tool integration in diverse academic disciplines, highlighting the importance of tailored strategies to meet distinct needs and expectations across various specialisms in higher education. Moreover, the findings suggest high satisfaction among students of all three specialisms with using ChatGPT for learning purposes, including working on tasks and assignments, and a positive attitude toward this tool in promoting the quality of learning. The results of this study may encourage administrators and educators at higher education institutions to incorporate good practices on using Generative AI tools into curricula and instructional practices, with relevant guidelines on the use of AI and a substantial focus on developing students' skills on how to use generative AI tools effectively for different purposes and in various academic and professional domains. [ABSTRACT FROM AUTHOR]

The emergence of generative AI has sparked substantial discussions, with the potential to have profound impacts on society in all aspects. As emerging technologies continue to advance, it is imperative to facilitate their proper integration into society, managing expectations and fear. This paper investigates users' perceptions of generative AI using 3M posts on Twitter from January 2019 to March 2023, especially focusing on their occupation and usage. We find that people across various occupations, not just IT-related ones, show a strong interest in generative AI. The sentiment toward generative AI is generally positive, and remarkably, their sentiments are positively correlated with their exposure to AI. Among occupations, illustrators show exceptionally negative sentiment mainly due to concerns about the unethical usage of artworks in constructing AI. People use ChatGPT in diverse ways, and notably the casual usage in which they "play with" ChatGPT tends to be associated with positive sentiments. These findings would offer valuable lessons for policymaking on the emergence of new technology and also empirical insights for the considerations of future human-AI symbiosis. [ABSTRACT FROM AUTHOR]

The new wave of buzzword technology has launched the Chat Generative Pre-Trained Transformer (ChatGPT). The ChatGPT application, besides its benefits, has created a worldwide heated debate about its impact on quality and the future of education. Artificial intelligence and other computing technology advancements have dominated the academic scene The main aim of this paper is to map out the impact of the use of ChatGPT on academic writing at Moroccan universities. The researchers have designed a questionnaire for the purpose of this study. The research targets university students and educators for their possible expertise in academic writing. The distribution intends to ensure representation across levels of education, age, and gender. One hundred and eighty volunteers participated by providing insightful data about the investigation. The results of the study revealed that participants confirm the value and efficacy of ChatGPT as a tool; Moroccan respondents admit that ChatGPT can be both beneficial and harmful to students. Students at different educational levels venture into the use of ChatGPT without guidance and training. They are at a crossroads without direction signs in implementing ChatGPT appropriately, so they are astray about whether to use ChatGPT academically, how, and where. The educators, though they are provided with accounts in iThenticate plagiarism detector, stay aloof and claim training in their turn, but the educational authorities, ministry, and universities continue to keep taciturn. [ABSTRACT FROM AUTHOR]

In the rapidly evolving domain of artificial intelligence, chatbots have emerged as a potent tool for various applications ranging from e-commerce to healthcare. This research delves into the intricacies of chatbot technology, from its foundational concepts to advanced generative models like ChatGPT. We present a comprehensive taxonomy of existing chatbot approaches, distinguishing between rule-based, retrieval-based, generative, and hybrid models. A specific emphasis is placed on ChatGPT, elucidating its merits for frequently asked questions (FAQs)-based chatbots, coupled with an exploration of associated Natural Language Processing (NLP) techniques such as named entity recognition, intent classification, and sentiment analysis. The paper further delves into the customization and fine-tuning of ChatGPT, its integration with knowledge bases, and the consequent challenges and ethical considerations that arise. Through real-world applications in domains such as online shopping, healthcare, and education, we underscore the transformative potential of chatbots. However, we also spotlight open challenges and suggest future research directions, emphasizing the need for optimizing conversational flow, advancing dialogue mechanics, improving domain adaptability, and enhancing ethical considerations. The research culminates in a call for further exploration in ensuring transparent, ethical, and user-centric chatbot systems. • Explore chatbot technologies, including ChatGPT and applications in domains. • Investigate the pros and cons of rule-based, retrieval, generative, and hybrid chatbots. • Emphasize ChatGPT in FAQs chatbots and NLP integration. • Discuss ChatGPT customization, knowledge base, and ethics. • Highlight real-world use of generative chatbots and emphasize research on flow and ethics. [ABSTRACT FROM AUTHOR]

ChatGPT, the most accessible generative artificial intelligence (AI) tool, offers considerable potential for veterinary medicine, yet a dedicated review of its specific applications is lacking. This review concisely synthesizes the latest research and practical applications of ChatGPT within the clinical, educational, and research domains of veterinary medicine. It intends to provide specific guidance and actionable examples of how generative AI can be directly utilized by veterinary professionals without a programming background. For practitioners, ChatGPT can extract patient data, generate progress notes, and potentially assist in diagnosing complex cases. Veterinary educators can create custom GPTs for student support, while students can utilize ChatGPT for exam preparation. ChatGPT can aid in academic writing tasks in research, but veterinary publishers have set specific requirements for authors to follow. Despite its transformative potential, careful use is essential to avoid pitfalls like hallucination. This review addresses ethical considerations, provides learning resources, and offers tangible examples to guide responsible implementation. A table of key takeaways was provided to summarize this review. By highlighting potential benefits and limitations, this review equips veterinarians, educators, and researchers to harness the power of ChatGPT effectively. [ABSTRACT FROM AUTHOR]

This study focuses on evaluating modular house construction projects, which is a critical segment within sustainable building practices. Despite the significant advantages of modular construction, such as enhanced resource efficiency and reduced environmental impact, existing research often overlooks its unique attributes and constraints. Our objectives were to identify crucial parameters for a comprehensive evaluation of modular construction, particularly emphasizing sustainability, and to explore how an advanced conversational AI tool, ChatGPT, can assist in modular building assessments. We employed the Delphi method to define these parameters and integrated ChatGPT to develop a robust assessment methodology. This approach allowed us to harness AI-driven insights to enrich the evaluation process. Our findings suggest that ChatGPT delivers high-quality results comparable to those produced by experts in modular building assessments. ChatGPT formulated a detailed description of the evaluation scale for each criterion, effectively outlining the guidelines for evaluating modular house projects. To illustrate the effectiveness of our proposed methodology, we applied it to a real-world modular house project in Lithuania, demonstrating how this approach can significantly contribute to advancing sustainable construction practices. [ABSTRACT FROM AUTHOR]

Large language models (LLMs) have the ability to generate text by stringing together words from their extensive training data. The leading AI text generation tool built on LLMs, ChatGPT, has quickly grown a vast user base since its release, but the domains in which it is being heavily leveraged are not yet known to the public. To understand how generative AI is reshaping print media and the extent to which it is being implemented already, methods to distinguish human-generated text from that generated by AI are required. Since college students have been early adopters of ChatGPT, we sought to study the presence of generative AI in newspaper articles written by collegiate journalists. To achieve this objective, an accurate AI detection model is needed. Herein, we analyzed university newspaper articles from different universities to determine whether ChatGPT was used to write or edit the news articles. We developed a detection model using classical machine learning and used the model to detect AI usage in the news articles. The detection model showcased a 93% accuracy in the training data and had a similar performance in the test set, demonstrating effectiveness in AI detection above existing state-of-the-art detection tools. Finally, the model was applied to the task of searching for generative AI usage in 2023, and we found that ChatGPT was not used to revise articles to any appreciable measure to write university news articles at the schools we studied. [ABSTRACT FROM AUTHOR]

Studies show that feedback greatly improves student learning outcomes, but achieving this level of personalization at scale is a complex task, especially in the diverse and open environment of Massive Open Online Courses (MOOCs). This research provides a novel method for using cutting-edge artificial intelligence technology to enhance the feedback mechanism in MOOCs. The main goal of this research is to leverage AI's capabilities to automate and refine the MOOC feedback process, with special emphasis on courses that allow students to learn at their own pace. The combination of LangChain—a cutting-edge framework specifically designed for applications that use language models—with the OpenAI API forms the basis of this work. This integration creates dynamic, scalable, and intelligent environments that can provide students with individualized, insightful feedback. A well-organized assessment rubric directs the feedback system, ensuring that the responses are both tailored to each learner's unique path and aligned with academic standards and objectives. This initiative uses Generative AI to enhance MOOCs, making them more engaging, responsive, and successful for a diverse, international student body. Beyond mere automation, this technology has the potential to transform fundamentally how learning is supported in digital environments and how feedback is delivered. The initial results demonstrate increased learner satisfaction and progress, thereby validating the effectiveness of personalized feedback powered by AI. [ABSTRACT FROM AUTHOR]

As artificial intelligence (AI) is increasingly integrated into educational technologies, teachers and students must acquire new forms of AI literacy, including an understanding of responsible use of AI. In this study, we explored tensions in teachers' and students' opinions about what constitutes learning and cheating with AI. Using qualitative methods, we asked Pre-K through postsecondary writing teachers (n = 16) and a linguistically diverse group of students (n = 12) to consider examples of how students might use ChatGPT, rank them in order of how much they thought each student learned and cheated, and explain their rankings. Our study yielded three findings. First, teachers and students used similar criteria to determine their rankings. Second, teachers and students arrived at similar conclusions about learning with ChatGPT but different conclusions about cheating. Finally, disagreements centered on four main tensions between (1) using ChatGPT as a shortcut versus as a scaffold; (2) using ChatGPT to generate ideas versus language; (3) getting support from ChatGPT versus analogous support from other sources; and (4) learning from ChatGPT versus learning without. These findings underscore the importance of student voice in co-constructing norms around responsible AI use. [ABSTRACT FROM AUTHOR]

As medical educators grapple with the consistent demand for high-quality assessments, the integration of artificial intelligence presents a novel solution. This how-to article delves into the mechanics of employing ChatGPT for generating Multiple Choice Questions (MCQs) within the medical curriculum. Focusing on the intricacies of prompt engineering, we elucidate the steps and considerations imperative for achieving targeted, high-fidelity results. The article presents varying outcomes based on different prompt structures, highlighting the AI's adaptability in producing questions of distinct complexities. While emphasizing the transformative potential of ChatGPT, we also spotlight challenges, including the AI's occasional "hallucination", underscoring the importance of rigorous review. This guide aims to furnish educators with the know-how to integrate AI into their assessment creation process, heralding a new era in medical education tools. [ABSTRACT FROM AUTHOR]

Generative artificial intelligence has created a moment in history where human beings have begin to closely interact with artificial intelligence (AI) tools, putting policymakers in a position to restrict or legislate such tools. One particular example of such a tool is ChatGPT which is the first and world's most popular multipurpose generative AI tool. This study aims to put forward a policy-making framework of generative artificial intelligence based on the risk, reward, and resilience framework. A systematic search was conducted, by using carefully chosen keywords, excluding non-English content, conference articles, book chapters, and editorials. Published research were filtered based on their relevance to ChatGPT ethics, yielding a total of 41 articles. Key elements surrounding ChatGPT concerns and motivations were systematically deduced and classified under the risk, reward, and resilience categories to serve as ingredients for the proposed decision-making framework. The decisionmaking process and rules were developed as a primer to help policymakers navigate decision-making conundrums. Then, the framework was practically tailored towards some of the concerns surrounding ChatGPT in the context of higher education. In the case of the interconnection between risk and reward, the findings show that providing students with access to ChatGPT presents an opportunity for increased efficiency in tasks such as text summarization and workload reduction. However, this exposes them to risks such as plagiarism and cheating. Similarly, pursuing certain opportunities such as accessing vast amounts of information, can lead to rewards, but it also introduces risks like misinformation and copyright issues. Likewise, focusing on specific capabilities of ChatGPT, such as developing tools to detect plagiarism and misinformation, may enhance resilience in some areas (e.g., academic integrity). However, it may also create vulnerabilities in other domains, such as the digital divide, educational equity, and job losses. Furthermore, the finding indicates secondorder effects of legislation regarding ChatGPT which have implications both positively and negatively. One potential effect is a decrease in rewards due to the limitations imposed by the legislation, which may hinder individuals from fully capitalizing on the opportunities provided by ChatGPT. Hence, the risk, reward, and resilience framework provides a comprehensive and flexible decision-making model that allows policymakers and in this use case, higher education institutions to navigate the complexities and trade-offs associated with ChatGPT, which have theoretical and practical implications for the future. [ABSTRACT FROM AUTHOR]

In this comprehensive study, a novel MATLAB to Python (M-to-PY) conversion process is showcased, specifically tailored for an intricate image skeletonization project involving fifteen MATLAB files and a large dataset. The central innovation of this research is the adept use of ChatGPT-4 as an AI assistant, pivotal in crafting a prototype M-to-PY converter. This converter's capabilities were thoroughly evaluated using a set of test cases generated by the Bard bot, ensuring a robust and effective tool. The culmination of this effort was the development of the Skeleton App, adept at image sketching and skeletonization. This live and publicly available app underscores the enormous potential of AI in enhancing the transition of scientific research from MATLAB to Python. The study highlights the blend of AI's computational prowess and human ingenuity in computational research, making significant strides in AI-assisted scientific exploration and tool development. [ABSTRACT FROM AUTHOR]

This paper aims to determine whether there is a case for promoting a new benchmark for forecasting practice via the innovative application of generative artificial intelligence (Gen-AI) for predicting the future. Today, forecasts can be generated via Gen-AI models without the need for an in-depth understanding of forecasting theory, practice, or coding. Therefore, using three datasets, we present a comparative analysis of forecasts from Gen-AI models against forecasts from seven univariate and automated models from the forecast package in R, covering both parametric and non-parametric forecasting techniques. In some cases, we find statistically significant evidence to conclude that forecasts from Gen-AI models can outperform forecasts from popular benchmarks like seasonal ARIMA, seasonal naïve, exponential smoothing, and Theta forecasts (to name a few). Our findings also indicate that the accuracy of forecasts from Gen-AI models can vary not only based on the underlying data structure but also on the quality of prompt engineering (thus highlighting the continued importance of forecasting education), with the forecast accuracy appearing to improve at longer horizons. Therefore, we find some evidence towards promoting forecasts from Gen-AI models as benchmarks in future forecasting practice. However, at present, users are cautioned against reliability issues and Gen-AI being a black box in some cases.