Search

In the field of higher education, generative artificial intelligence (GenAI) has become a revolutionary influence, shaping how students access and use library resources. This study explores the intricate balance of both positive and negative effects that GenAI might have on the academic library experience for higher education (HE) students. The key aspects of enhanced discovery and retrieval, personalization and engagement, streamlined research processes, and digital literacy and information evaluation potentially offered through using generative AI will be considered. These prospective advantages to HE students offered by using GenAI will be examined through will be examined through the theoretical framework of the Technological Acceptance Model (TAM) introduced by Davis et al. in 1986, which suggests that perceived usefulness and perceived ease of use are key factors in determining user acceptance and utilization of technology. The adoption of GenAI by higher education students will be analyzed from this viewpoint before assessing its impact on their use of library resources., INTRODUCTION In the realm of higher education, generative artificial intelligence (GenAI) has emerged as a transformative force, influencing the way students access and utilize library resources. This study delves into [...]

This article explores the impact of artificial intelligence (AI) on assessment strategies and the appropriate use of AI by students. Traditional assessment methods often fail to capture students' true abilities and authentic learning experiences, and the introduction of AI tools further complicates the task of accurately assessing student learning. The article explains what generative AI is and discusses its potential to support and hinder different types of assessments. It also provides suggestions for incorporating AI into assessments when appropriate and designing assessments to reduce the likelihood of inappropriate AI use. The article emphasizes the importance of clear communication with students about the permissibility and responsible use of AI tools in assessments. It also highlights the limitations of AI, including inaccuracies, biases, and a lack of contextual understanding, and suggests strategies to make it more difficult for AI technologies to produce satisfactory results. Overall, the article encourages educators to rethink assessment strategies to accommodate the use of AI while ensuring that students' learning is accurately assessed and demonstrated. [Extracted from the article]