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Radiography education is pivotal in training skilled radiographers for diagnostic imaging and therapeutic applications. With technological advancements, interest in innovative educational tools to enhance traditional teaching methods is growing. This discussion paper explores the possibility of the integration of ChatGPT, a cutting-edge conversational AI language model, into radiography education. We report that ChatGPT offers interactive learning opportunities that can facilitate learning. It also provides self-paced learning, revision platforms, and supports educators in scenario creation, assessment development, group collaboration, and professional and research activities. Despite these benefits, it is important to carefully consider issues related to academic integrity and privacy, along with the opportunities and challenges presented by this new technology in radiography education. This paper highlights some of the prospects and limitations of the potential applications of ChatGPT in radiography education, underscoring the benefits for both students and educators. However, its implementation must be considered thoughtfully and ethically, taking into account its strengths and limitations. Integrating ChatGPT in radiography education has the potential to improve radiography education by improving digital literacy and graduate outcomes of students while streamlining the preparation process for educators. However, ethical implementation is vital for optimal outcomes. [ABSTRACT FROM AUTHOR]

In the rapid evolving landscape of artificial intelligence (AI), scientific publishing is experiencing significant transformations. AI tools, while offering unparalleled efficiencies in paper drafting and peer review, also introduce notable ethical concerns. This study delineates AI's dual role in scientific publishing: as a co-creator in the writing and review of scientific papers and as an ethical challenge. We first explore the potential of AI as an enhancer of efficiency, efficacy, and quality in creating scientific papers. A critical assessment follows, evaluating the risks vs. rewards for researchers, especially those early in their careers, emphasizing the need to maintain a balance between AI's capabilities and fostering independent reasoning and creativity. Subsequently, we delve into the ethical dilemmas of AI's involvement, particularly concerning originality, plagiarism, and preserving the genuine essence of scientific discourse. The evolving dynamics further highlight an overlooked aspect: the inadequate recognition of human reviewers in the academic community. With the increasing volume of scientific literature, tangible metrics and incentives for reviewers are proposed as essential to ensure a balanced academic environment. AI's incorporation in scientific publishing is promising yet comes with significant ethical and operational challenges. The role of human reviewers is accentuated, ensuring authenticity in an AI-influenced environment. As the scientific community treads the path of AI integration, a balanced symbiosis between AI's efficiency and human discernment is pivotal. Emphasizing human expertise, while exploit artificial intelligence responsibly, will determine the trajectory of an ethically sound and efficient AI-augmented future in scientific publishing. [ABSTRACT FROM AUTHOR]

AbstractOpenAI’s ChatGPT is an advanced large language model AI that has caused both excitement and concern in academia. TurnItIn and similar software programs are widely used in higher education to detect potential plagiarism. However, the extent to which such software can identify papers produced by ChatGPT remains unclear. The current study partially addressed this question by submitting five versions of short essays about criminological topics generated from ChatGPT to the TurnItIn software. Overall, the results indicated that TurnItIn adequately detected that the essays were not original works (mean percent plagiarized score = 31%). The analyses further illustrated that ChatGPT wrote at an exceedingly high level (mean Flesch-Kincaid Grade Level = 15.1) atypical of essays in higher education. Consequently, it appears that detection of AI-generated writing may be easier than initially assumed although the technology is bound to improve. Accordingly, possible strategies for approaching AI in higher education are proposed. [ABSTRACT FROM AUTHOR]

Background and Aims: ChatGPT represents the most popular and widely used generative artificial intelligence (AI) model that received significant attention in healthcare research. The aim of the current study was to assess the future trajectory of the needed research in this domain based on the recommendations of the top influential published records. Materials and Methods: A systematic search was conducted on Scopus, Web of Science, and Google Scholar (27–30 November 2023) to identify the top ten ChatGPT-related published records in healthcare across the three databases. Classification of the records as “top” denoting high influence in the field was based on citation counts. Results: A total of 22 unique records from 17 different journals representing 14 different publishers were identified as the top ChatGPT-related publications in healthcare subject. Based on the identified records’ recommendations, the following themes appeared as important areas to consider in future ChatGPT research in healthcare: improving healthcare education, improved efficiency of clinical processes (e.g., documentation), addressing ethical concerns (e.g., patient privacy and consent), supporting research tasks (e.g., data analysis, manuscript preparation), mitigating ChatGPT output biases, improving patient education and engagement, and developing standardized assessment protocols for ChatGPT utility in healthcare. Conclusions: The current review highlighted key areas to be prioritized in assessment of ChatGPT utility in healthcare. Interdisciplinary collaborations and standardizing methodologies are needed to synthesize robust evidence in these studies. Based on these recommendations and the promising potential of ChatGPT on healthcare, JMJ launched a call for papers for a special issue entitled “Evaluating Generative AI-Based Models in Healthcare”. [ABSTRACT FROM AUTHOR]

Background: Academic paper writing holds significant importance in the education of medical students, and poses a clear challenge for those whose first language is not English. This study aims to investigate the effectiveness of employing large language models, particularly ChatGPT, in improving the English academic writing skills of these students. Methods: A cohort of 25 third-year medical students from China was recruited. The study consisted of two stages. Firstly, the students were asked to write a mini paper. Secondly, the students were asked to revise the mini paper using ChatGPT within two weeks. The evaluation of the mini papers focused on three key dimensions, including structure, logic, and language. The evaluation method incorporated both manual scoring and AI scoring utilizing the ChatGPT-3.5 and ChatGPT-4 models. Additionally, we employed a questionnaire to gather feedback on students' experience in using ChatGPT. Results: After implementing ChatGPT for writing assistance, there was a notable increase in manual scoring by 4.23 points. Similarly, AI scoring based on the ChatGPT-3.5 model showed an increase of 4.82 points, while the ChatGPT-4 model showed an increase of 3.84 points. These results highlight the potential of large language models in supporting academic writing. Statistical analysis revealed no significant difference between manual scoring and ChatGPT-4 scoring, indicating the potential of ChatGPT-4 to assist teachers in the grading process. Feedback from the questionnaire indicated a generally positive response from students, with 92% acknowledging an improvement in the quality of their writing, 84% noting advancements in their language skills, and 76% recognizing the contribution of ChatGPT in supporting academic research. Conclusion: The study highlighted the efficacy of large language models like ChatGPT in augmenting the English academic writing proficiency of non-native speakers in medical education. Furthermore, it illustrated the potential of these models to make a contribution to the educational evaluation process, particularly in environments where English is not the primary language. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI), with its infinite capabilities, has ushered in an era of transformation in the twentyfirst century. ChatGPT (Generative Pre-trained Transformer), an AI language model, has lately been in the spotlight, and there is an increasing partnership between the research authors and the chatGPT. Using ChatGPT, authors can set new benchmarks in paper writing in terms of speed, accuracy, consistency, and adaptability. ChatGPT has turned out to be an invaluable tool for manuscript writing, editing, and reference management. While it has numerous advantages, it has been criticised due to ethical quandaries, inaccuracies in scientific data and facts, and, most importantly, a lack of critical thinking skills. These disadvantages of using ChatGPT place limitations on its use in medical publications since these articles guide the future management of many diseases. While AI can fix issues, it lacks the ability to think like humans and thus cannot substitute human authors. To better comprehend the future of this technology in research, we discuss the advantages, drawbacks, and ethical dilemmas of using ChatGPT in paper writing by reviewing existing literature on Pubmed and Google Scholar and using ChatGPT itself to understand the prompt response. [ABSTRACT FROM AUTHOR]

The aim of this study is to present the possibilities of nurse education in the use of the Chat Generative Pre-training Transformer (ChatGPT) tool to support the documentation process. The success of the nursing process is based on the accuracy of nursing diagnoses, which also determine nursing interventions and nursing outcomes. Educating nurses in the use of artificial intelligence in the nursing process can significantly reduce the time nurses spend on documentation. Discussion paper. We used a case study from Train4Health in the field of preventive care to demonstrate the potential of using Generative Pre-training Transformer (ChatGPT) to educate nurses in documenting the nursing process using generative artificial intelligence. Based on the case study, we entered a description of the patient's condition into Generative Pre-training Transformer (ChatGPT) and asked questions about nursing diagnoses, nursing interventions and nursing outcomes. We further synthesized these results. In the process of educating nurses about the nursing process and nursing diagnosis, Generative Pre-training Transformer (ChatGPT) can present potential patient problems to nurses and guide them through the process from taking a medical history, setting nursing diagnoses and planning goals and interventions. Generative Pre-training Transformer (ChatGPT) returned appropriate nursing diagnoses, but these were not in line with the North American Nursing Diagnosis Association – International (NANDA-I) classification as requested. Of all the nursing diagnoses provided, only one was consistent with the most recent version of the North American Nursing Diagnosis Association – International (NANDA-I). Generative Pre-training Transformer (ChatGPT) is still not specific enough for nursing diagnoses, resulting in incorrect answers in several cases. Using Generative Pre-training Transformer (ChatGPT) to educate nurses and support the documentation process is time-efficient, but it still requires a certain level of human critical-thinking and fact-checking. [ABSTRACT FROM AUTHOR]

Background: Natural language processing, such as ChatGPT, demonstrates growing potential across numerous research scenarios, also raising interest in its applications in public health and epidemiology. Here, we applied a bibliometric analysis for a systematic assessment of the current literature related to the applications of ChatGPT in epidemiology and public health. Methods: A bibliometric analysis was conducted on the Biblioshiny web-app, by collecting original articles indexed in the Scopus database between 2010 and 2023. Results: On a total of 3431 original medical articles, "Article" and "Conference paper", mostly constituting the total of retrieved documents, highlighting that the term "ChatGPT" becomes an interesting topic from 2023. The annual publications escalated from 39 in 2010 to 719 in 2023, with an average annual growth rate of 25.1%. In terms of country production over time, the USA led with the highest overall production from 2010 to 2023. Concerning citations, the most frequently cited countries were the USA, UK, and China. Interestingly, Harvard Medical School emerges as the leading contributor, accounting for 18% of all articles among the top ten affiliations. Conclusions: Our study provides an overall examination of the existing research interest in ChatGPT's applications for public health by outlining pivotal themes and uncovering emerging trends. [ABSTRACT FROM AUTHOR]

The letter to the editor discusses the use of ChatGPT, an AI language model, in medical writing. The author argues that while ChatGPT can be helpful for non-native English speakers, it is important to be cautious of relying too heavily on it. Doctors who heavily rely on ChatGPT may struggle to accurately convey their intended nuances and may not fully understand the details of referenced articles. The author suggests that doctors should write a rough draft themselves and seek linguistic help from experienced mentors or commercial services. The author expresses concern that the emergence of ChatGPT may undermine the opportunity for younger doctors to develop their writing skills. [Extracted from the article]

ChatGPT could allow students to plagiarize the content of their coursework with little risk of detection. Little is known about undergraduate willingness to use AI tools. In this study, psychology undergraduates (N = 160) from the United Kingdom, indicated their willingness to use, and history of using, ChatGPT to write university assignments. Almost a third (32%) indicated that they would use such tools; 15% indicated that they had used them already. Neither personality (conscientiousness, agreeableness, Machiavellianism, narcissism), academic performance, nor study skills self-efficacy could predict future use of AI tools. A novel Degree Apathy Scale was the only significant predictor. Willingness to use AI tools was greater when the risk of getting caught was low, and punishment was light, particularly for those high in degree apathy. Findings suggest that degree apathy is a key risk factor in academic misconduct. Wider research and pedagogical applications of degree apathy are discussed. • Thirty-two percent of students surveyed reported that they would use ChatGPT on future academic assignments. • Future use of AI tools was significantly predicted by a new Degree Apathy Scale. • Big Five and Dark Triad scores were not significant predictors, nor was previous academic performance. • Likelihood of cheating using ChatGPT was reduced with increasing risk of detection or severity of punishment. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) and its applications have gained immense popularity in the recent months, especially due to the popularity of ChatGPT. This systematic review paper examines the potential of Artificial Intelligence to improve the functioning and effectiveness of Management Information Systems (MIS). The paper reviews current literature and research on the use of AI in MIS and its potential to improve performance, accuracy, and decision making. It examines the challenges associated with the implementation of AI in MIS, such as the need for welldefined algorithms, the ability to integrate with existing systems, and the potential for introducing bias. Additionally, the paper considers the implications of AI on data security and privacy, as well as its potential to reduce costs and increase efficiency. The paper concludes by discussing how AI can be used to create and sustain competitive advantages in the MIS space. The paper provides an overview of the potential benefits and challenges of using AI in MIS, and the potential for AI to revolutionize the way businesses use and manage their information systems. [ABSTRACT FROM AUTHOR]

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]

Background: Artificial intelligence-based large language models, like ChatGPT, have been rapidly assessed for both risks and potential in health-related assessment and learning. However, their applications in public health professional exams have not yet been studied. We evaluated the performance of ChatGPT in part of the Faculty of Public Health's Diplomat exam (DFPH). Methods: ChatGPT was provided with a bank of 119 publicly available DFPH question parts from past papers. Its performance was assessed by two active DFPH examiners. The degree of insight and level of understanding apparently displayed by ChatGPT was also assessed. Results: ChatGPT passed 3 of 4 papers, surpassing the current pass rate. It performed best on questions relating to research methods. Its answers had a high floor. Examiners identified ChatGPT answers with 73.6% accuracy and human answers with 28.6% accuracy. ChatGPT provided a mean of 3.6 unique insights per question and appeared to demonstrate a required level of learning on 71.4% of occasions. Conclusions: Large language models have rapidly increasing potential as a learning tool in public health education. However, their factual fallibility and the difficulty of distinguishing their responses from that of humans pose potential threats to teaching and learning. [ABSTRACT FROM AUTHOR]

The emergence of several free artificial intelligences capable of helping with writing tools without hiring research assistants has the potential to significantly benefit academics in meeting the performance requirements set by their institutions. Applications for writing such as Quillbot, Grammarly, and ChatGPT are among the current ones that help to improve one's language proficiency. Since these writing assistance and real-time grammar suggestions are still considered new and emerging, there is a need to outline a conceptual framework for a prospective study that draws upon relevant literature focused on exploring the potential of ChatGPT, a renowned artificial intelligence system. Concerns remain as to whether academicians have conducted thorough analyses of the effects of utilising ChatGPT in the production of research articles. Thus, this article presents an overview of the need to utilise ChatGPT and assesses its influence on producing quality scholarly writings by summarising recent journal papers, with a specific emphasis on ChatGPT academics, artificial intelligence, technology, ChatGPT, scholarly articles that has been refined to include a limited relevant article. The summary indicates that the application of ChatGPT reduces the language barrier or knowledge gaps among academicians. However, the excessive usage and dependence of the tool hamper the learning progress. This will lead to the incompetence of individuals in situations where technological glitches, system errors, or outdated information may occur. Future research recommends further extensive research on ChatGPT to be conducted on its actual utilisation within the academic community for a more thorough examination. [ABSTRACT FROM AUTHOR]

The rapid advances in Generative AI tools have produced both excitement and worry about how AI will impact academic writing. However, little is known about what norms are emerging around AI use in manuscript preparation or how these norms might be enforced. We address both gaps in the literature by conducting a survey of 271 academics about whether it is necessary to report ChatGPT use in manuscript preparation and by running GPT-modified abstracts from 2,716 published papers through a leading AI detection software to see if these detectors can detect different AI uses in manuscript preparation. We find that most academics do not think that using ChatGPT to fix grammar needs to be reported, but detection software did not always draw this distinction, as abstracts for which GPT was used to fix grammar were often flagged as having a high chance of being written by AI. We also find disagreements among academics on whether more substantial use of ChatGPT to rewrite text needs to be reported, and these differences were related to perceptions of ethics, academic role, and English language background. Finally, we found little difference in their perceptions about reporting ChatGPT and research assistant help, but significant differences in reporting perceptions between these sources of assistance and paid proofreading and other AI assistant tools (Grammarly and Word). Our results suggest that there might be challenges in getting authors to report AI use in manuscript preparation because (i) there is not uniform agreement about what uses of AI should be reported and (ii) journals might have trouble enforcing nuanced reporting requirements using AI detection tools. [ABSTRACT FROM AUTHOR]

In the landscape of academic research and citation practices, the emergence of ChatGPT, an artificial intelligence language model developed by OpenAI, represents a transformative leap forward. This paper delves into the multifaceted role of ChatGPT in revolutionizing scholarly endeavors beyond mere plagiarism detection. We explore how ChatGPT facilitates research collaboration, streamlines literature reviews, and assists in proper citation practices. By harnessing ChatGPT's contextual understanding and vast knowledge repository, social work researchers can unlock new avenues of creativity and efficiency in knowledge acquisition and dissemination. Moreover, this paper discusses the ethical considerations surrounding the integration of AI in academia and underscores the need for guidelines and education to ensure responsible usage. Ultimately, ChatGPT stands at the forefront of a technological revolution, empowering social work researchers to push the boundaries of knowledge acquisition and dissemination in unprecedented ways. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore ChatGPT's (generative pre-trained transformers) potential as a tool for retailers to improve customer experience and boost sales. While it provides benefits like personalized recommendations and 24/7 assistance, there are limitations, like difficulty in understanding unconventional language. The paper stresses careful integration to overcome these limitations and create a better customer experience. Additionally, it discusses the potential for further development and integration of ChatGPT in retail, such as generating product descriptions and virtual try-on experiences. Finally, the paper encourages retailers to embrace ChatGPT to meet their customer needs. Design/methodology/approach: Case-based methodology involves using specific cases or examples to explore a broader issue or phenomenon. Researchers have analysed real-world cases to identify patterns, themes and insights that can be applied to other contexts or situations. This was useful for understanding complex and multifaceted issues as it allowed us to delve deeper into specific examples and explore the nuances of the situation. Findings: While ChatGPT is a powerful tool for retailers, limitations such as difficulty in understanding non-standard accents and unconventional language can arise, causing customer frustration. Retail managers must integrate ChatGPT in a way that enhances customer experience. In the future, ChatGPT has the potential to generate product descriptions, provide virtual try-on experiences and integrate with augmented or virtual reality technology to offer more immersive experiences. Careful consideration and integration can help retailers overcome these limitations and offer personalized recommendations, round-the-clock assistance and an engaging customer experience that improves sales. Originality/value: The case topic is very much in a novel stage of research and writing. [ABSTRACT FROM AUTHOR]

In recent years, the fusion of Artificial Intelligence (AI) with traditional sectors has catalyzed a paradigm shift that extends beyond technological advancements and reaches into the core of human learning and development. One such domain undergoing significant transformation is mental health education. This short conceptual paper seeks to examine the intricate relationship between AI and education in the context of mental health studies, shedding light on the challenges, opportunities, and ethical considerations that arise as teaching evolves in the Age of AI. This paper is not intended to serve as THE definitive solution to inquiries regarding the integration of AI/ChatGPT in mental health education. Rather, its purpose is to provide AN approach to contemplating this matter and to initiate further discussions within mental health-related fields about the utilization of AI and ChatGPT in education, given the persistent prominence of AI. [ABSTRACT FROM AUTHOR]

Translation is one of the fields that have benefited from the significant growth that Natural Language Processing has witnessed. ChatGPT is one of the prominent products of such development promoted for its capability of producing human-like translation, among many other things. The main aim of this article is to explore the ability of ChatGPT to translate separable phrasal verbs, which can pose a real challenge to translators as one or more words separate their parts. Therefore, the significance of this paper stems from the pressing necessity to evaluate the utilization of such a tool to address such specific translation issues as it attempts to answer the question of to what extent ChatGPT can translate separable phrasal verbs clearly and accurately. This research paper has followed the qualitative method to analyze the accuracy and clarity of the translation of the separable phrasal verbs generated by ChatGPT. The findings revealed that ChatGPT can translate such phrases clearly, yet human intervention is needed to ensure an accurate delivery. [ABSTRACT FROM AUTHOR]

As artificial intelligence (AI) becomes increasingly integrated into our lives, the need for new norms is urgent. However, AI evolves at a much faster pace than the characteristic time of norm formation, posing an unprecedented challenge to our societies. This paper examines possible criticalities of the processes of norm formation surrounding AI. It focuses on how new norms can be established, rather than on what these norms should be. It distinguishes different scenarios based on the centralization or decentralization of the norm formation process, analysing the cases where new norms are shaped by formal authorities or informal institutions, or emerge spontaneously in a bottom-up fashion. On the latter point, the paper reports a conversation with ChatGPT in which the LLM discusses some of the emerging norms it has observed. Far from seeking exhaustiveness, this article aims to offer readers interpretive tools to frame society's response to the growing pervasiveness of AI. An outlook on how AI could influence the formation of future social norms emphasizes the importance for open societies to anchor their formal deliberation process in an open, inclusive and transparent public discourse. This article is part of the theme issue 'Social norm change: drivers and consequences'. [ABSTRACT FROM AUTHOR]

Purpose: The paper aims to reveal the intellectual structure of studies on artificial intelligence (AI) in the fields of tourism and hospitality. Evaluations regarding the intellectual structure have been made based on co-author, co-word and citation. Design/methodology/approach: The study is exploratory in nature. The study, using bibliometric analysis, provides a Web of Sciences (WOS) overview. The data has been obtained from the WOS database by coding as "artificial intelligence" and "tourism" and "hospitality." VOSviewer program has been used to obtain and analyze the data. Findings: The findings of the research show that studies on the use of AI in tourism and hospitality have become very popular, especially in the last 4 years. The authors of the study are working in the tourism and hospitality fields and have a high h-index. Generally, in current AI studies in tourism, topics such as robot, automation, ChatGPT, technology adoption and mechanical learning are studied. It has also been determined that topics related to the future of destinations and literature reviews are also discussed. Research limitations/implications: Although this paper examines all studies identified as a result of filtering, the analysis is limited to 195 studies. However, due to the widespread use of AI in tourism-related studies recently, bibliometric analysis has been made with extensive filtering. As studies on the subject become more widespread in the coming years, it would be useful to repeat similar studies by filtering with more specific quotas. Originality/value: There are a few similar studies on the subject in the field. However, these studies need to be repeated at certain periods. This paper contributes to monitoring the literature of AI studies, which are new to use in tourism and hospitality, and to the formation of a theoretical framework on the subject. [ABSTRACT FROM AUTHOR]

This paper describes the results of an archival desk-study that analyzed worksheets produced by four students using ChatGPT as a coach. ChatGPT is a Generative Pre-Trained Large Language model that can write comprehensively in various languages and styles. It was discovered that it could pass university level physics exams and perform at the level of a third-year medical student. Fourth-year students in Information Technology are required to produce a 3000-to-5000-word research report as part of the requirements for graduation, and their first meeting of the year consists of a workshop following the GROW (Goal, Reality, Opportunities, Will) coaching process. Logistical considerations in this predominantly e-learning based course prevented such teamwork. The two-month-old ChatGPT, however, presented an opportunity to determine the extent to which a chatbot could be used as a peer coach. This paper reports on the outcome of an exercise that was given to students as an introduction to their research methodology course. It was found that well-designed prompts were essential and that students should be encouraged to reflect on their interaction with artificial intelligence. Three clear issues emerged from the study: the quality of feedback given by the chatbot, the value of the prompt, and the importance of student reflection. The chatbot, ChatGPT, displays the traditional computer characteristic of garbage in, garbage out and gives the feedback it is programmed to give. The dialogue shows how a student can build up mutual rapport with the chatbot when they adapt their responses to the feedback provided. The critical reflection in shows that it is still the user who should oversee the process and evaluate the feedback. It is recommended that novice research students be given some training in reacting to feedback, developing useful prompts, and engaging in meaningful reflection. Future research would include developing a reflective coach. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) and related technologies have a long history of being used in education for motivating learners and enhancing learning. However, there have also been critiques for a too uncritical and naïve implementation of AI in education (AIED) and the potential misuse of the technology. With the release of the virtual assistant ChatGPT from OpenAI, many educators and stakeholders were both amazed and horrified by the potential consequences for education. One field with a potential high impact of ChatGPT is programming education in Computer Science (CS), where creating assessments has long been a challenging task due to the vast amount of programming solutions and support on the Internet. This now appears to have been made even more challenging with ChatGPT's ability to produce both complex and seemingly novel solutions to programming questions. With the support of data collected from interactions with ChatGPT during the spring semester of 2023, this position paper investigates the potential opportunities and threats of ChatGPT for programming education, guided by the question: What could the potential consequences of ChatGPT be for programming education? This paper applies a methodological approach inspired by analytic autoethnography to investigate, experiment, and understand a novel technology through personal experiences. Through this approach, the authors have documented their interactions with ChatGPT in field diaries during the spring semester of 2023. Topics for the questions have related to content and assessment in higher education programming courses. A total of 6 field diaries, with 82 interactions (1 interaction = 1 question + 1 answer) and additional reflection notes, have been collected and analysed with thematic analysis. The study finds that there are several opportunities and threats of ChatGPT for programming education. Some are to be expected, such as that the quality of the question and the details provided highly impact the quality of the answer. However, other findings were unexpected, such as that ChatGPT appears to be "lying" in some answers and to an extent passes the Turing test, although the intelligence of ChatGPT should be questioned. The conclusion of the study is that ChatGPT have potential for a significant impact on higher education programming courses, and probably on education in general. The technology seems to facilitate both cheating and enhanced learning. What will it be? Cheating or AI-enhanced learning? This will be decided by our actions now since the technology is already here and expanding fast. [ABSTRACT FROM AUTHOR]

This paper explores the potential use and limitations of ChatGPT in a programming course, specifically focusing on its evaluation in a Data Analytics course due to its broad applications. The study reveals that ChatGPT offers valuable assistance to teachers in creating class materials, facilitating teaching-learning activities, and designing assessments. Students also benefit from the technology, as it can generate R programming codes and serve as a learning companion. However, limitations were identified, including the generation of incorrect reference materials, the tendency to produce pattern-like content, and potential misuse. The paper encourages replication of the study in other courses to uncover additional strengths and limitations, contributing to the development of ethical guidelines for responsible utilization of this exciting technology. [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]

Purpose: The purpose of this viewpoint article is to serve as a discussion starting point regarding organizational leadership's increasing reliance on AI – in particular, how the technology is used as a supplemental tool for supporting rational decision-making. Practical implications and directions for further research are presented. Design/methodology/approach: With its inception in economics, the concept of rationality has a rich history across multiple research domains. Based on that literature, coupled with the recent advancements in AI, the paper asks: will AI afford organizational leadership the ability to move from making bounded rational decisions to making fully rational decisions? The paper only scratches the surface of such a large question; however, the goal is to start the discussion around the topic. Findings: While bounded rationality supports efficient decision-making, a complete understanding of any given decision is typically limited, and as a result, neither accuracy nor effectiveness is guaranteed. As AI systems grow in speed and accuracy, they should provide positive support for organizational leaders to make fully rational decisions. AI's ability to collect and organize data, analyze it, and offer decision alternatives may help close the gap between bounded and rational decision-making. Originality/value: Although AI research is not new, the recent developments in natural language processing engines has rapidly brought about new possibilities for their use in rational decision-making in the business and organizational context. This is fertile ground for future research, particularly in the area of organizational decision-making. [ABSTRACT FROM AUTHOR]

This paper explores the potential applications of ChatGPT, a powerful Artificial Intelligence (AI) large language model (LLM) developed by OpenAI, for aviation education applications. The authors provide an overview of ChatGPT and its unique features, such as accessibility, conversational abilities, and personalized learning capabilities. The scalability of ChatGPT allows individualized and personalized instruction, a revolutionary aspect that can potentially enhance the student learning experience. This applied research employed an exploratory design to investigate ChatGPT's potential applications to enhance learning at varied levels of learning. The study investigated four research questions: (1) How can ChatGPT be used by students to support learning at each stage of Bloom's Taxonomy?; (2) How can teachers use ChatGPT to enhance student engagement in the learning process at each stage of Bloom's Taxonomy?; (3) What are the potential risks related to using ChatGPT as an educational resource?; and (4) What student guidelines or policies should be in place regarding the use of ChatGPT for learning? The authors provide specific recommendations for entering ChatGPT queries, along with practical application samples that have been tested using the platform. Generalized guidance and policy for the educational use of ChatGPT is also provided. The findings of this project prepare instructors to apply AI LLM resources to enhance aviation education and provide recommendations for its effective and ethical use by both faculty and students. Overall, this paper equips aviation educators with the necessary knowledge to leverage the power of ChatGPT to improve instructional outcomes. [ABSTRACT FROM AUTHOR]

The integration of artificial intelligence (AI) in mathematics education, focusing on its implications in the 4th Industrial Revolution (4IR) era. Through a comprehensive analysis of 10 relevant studies in Scopus and Google Scholar from 2015 to 2023, this review identifies the research methods, research instruments, participants, and AI tools used in mathematics education. Some key ideas include using AI-driven personalized learning and enhanced mathematics instruction, real-time assessment and feedback, curriculum development, and empowering educators, which were highlighted. The study aligns with the preferred reporting items for systematic reviews and metaanalysis. Based on the analysis, most studies reviewed utilized qualitative research methods. The study indicates that questionnaires were mainly used to gather data from students and teachers who were the most significant participants in the reviewed papers. Further results revealed that ChatGPT were the primary AI tool used in mathematics education, among other AI tools, as identified in this review. Additionally, this review discusses the transformative potential of AI in addressing educational disparities and preparing learners for the demands of 4IR. [ABSTRACT FROM AUTHOR]

The modern language generation model ChatGPT, created by Open Artificial Intelligence (AI), is recognised for its capacity to comprehend context and produce pertinent content. This model is built on the transformer architecture, which enables it to process massive volumes of data and produce text that is both cohesive and illuminating. Service is a crucial component everywhere as it provides the basis for establishing client rapport and offering aid and support. In healthcare, the application of ChatGPT for patient service support has been one of the most significant advances in recent years. ChatGPT can help overcome language obstacles and improve patient satisfaction by facilitating communication with healthcare personnel and understanding of care. It can assist in enhancing the entire patient experience by offering personalised information and support to patients and making it more straightforward for them to communicate with healthcare professionals. Its goal can be to expedite and streamline service by promptly and accurately responding to customers. Businesses of all sizes increasingly use ChatGPT since it allows them to provide 24/7 customer support without requiring human contact. This paper briefly discusses ChatGPT and the need for better services. Various perspectives on improving customer and patient services through ChatGPT are discussed. The article also discussed the major key enablers of ChatGPT for refining customer and patient assistance. Further, the paper identifies and discusses the critical application areas of ChatGPT for customer and patient service. With its ability to handle several requests simultaneously, respond quickly and accurately to client questions, and gain knowledge from every interaction, ChatGPT is revolutionising customer and patient service. Its accessibility and compatibility with various communication channels make it a desirable solution for businesses looking to improve support. As technology advances, ChatGPT is positioned to become an essential tool for businesses wishing to provide speedy and customised service. Although ChatGPT may give convincing solutions, the chance of providing accurate and updated information poses a problem for its usage in service jobs that need accurate and up-to-date information. In future, various services will become better and more efficient due to ChatGPT and AI. [ABSTRACT FROM AUTHOR]

The recent popularity of ChatGPT and artificial intelligence chatbots presents both challenges and opportunities for incorporating this modern technology in the classroom. This paper introduces an activity that uses ChatGPT to help students practice their role playing sales skills. The benefits of using this AI chatbot for role play training include allowing students to practice when it's convenient and have the ability to react to a chatbot taking on personas of different buyer types. Survey results demonstrate the effectiveness of this training method for both role play training and general familiarity with ChatGPT. [ABSTRACT FROM AUTHOR]

This discussion article examines the potential integration of Generative Artificial Intelligence (Gen-AI), including advanced Large-Language Models like the popular platform ChatGPT into subject English education. Following the significant public and academic attention in response to these technologies through 2023, this paper considers the transformative potential and challenges posed by Gen-AI in educational settings. Central to the discussion is the exploration of how English teachers can leverage Gen-AI to enrich student learning beyond the obvious domain of writing skills. Instead, the article foregrounds the necessity for students' understanding of Gen-AI as an essential component of digital literacy. While acknowledging ethical concerns such as plagiarism, equity, and access, the paper presents an argument for the productive use of Gen-AI in the classroom to augment reading, viewing, and interpretation lessons. Avoiding an evangelical or dystopian view of AI, this discussion piece explores the time-critical and urgent issue of how, when, and why English can engage with the technology. [ABSTRACT FROM AUTHOR]

Systematic reviews are a cornerstone for synthesizing the available evidence on a given topic. They simultaneously allow for gaps in the literature to be identified and provide direction for future research. However, due to the ever‐increasing volume and complexity of the available literature, traditional methods for conducting systematic reviews are less efficient and more time‐consuming. Numerous artificial intelligence (AI) tools are being released with the potential to optimize efficiency in academic writing and assist with various stages of the systematic review process including developing and refining search strategies, screening titles and abstracts for inclusion or exclusion criteria, extracting essential data from studies and summarizing findings. Therefore, in this article we provide an overview of the currently available tools and how they can be incorporated into the systematic review process to improve efficiency and quality of research synthesis. We emphasize that authors must report all AI tools that have been used at each stage to ensure replicability as part of reporting in methods. [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]

Purpose: Academic and other researchers have limited tools with which to address the current proliferation of predatory and hijacked journals. These journals can have negative effects on science, research funding, and the dissemination of information. As most predatory and hijacked journals are not error free, this study used ChatGPT, an artificial intelligence (AI) technology tool, to conduct an evaluation of journal quality. Methods: Predatory and hijacked journals were analyzed for reliability using ChatGPT, and the reliability of result have been discussed. Results: It shows that ChatGPT is an unreliable tool for journal quality evaluation for both hijacked and predatory journals. Conclusion: To show how to address this gap, an early trial version of Journal Checker Chatbot has been developed and is discussed as an alternative chatbot that can assist researchers in detecting hijacked journals. [ABSTRACT FROM AUTHOR]

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