Heather Johnston, Rebecca F. Wells, Elizabeth M. Shanks, Timothy Boey, Bryony N. Parsons
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引用次数: 0
摘要
本项目旨在了解学生对聊天生成预训练转换器(ChatGPT)等生成式人工智能(GAI)技术的看法,以便为利物浦大学学术诚信守则的修改提供参考。本研究的调查问卷由图书馆学生团队制作,并通过焦点小组审核。共有 2555 名学生参与了调查。结果显示,只有 7% 的受访学生没有听说过任何 GAI 技术,而超过一半的学生已经使用或考虑使用这些技术进行学术研究。大多数学生(54.1%)支持或有些支持使用 Grammarly 等工具,但 70.4% 的学生不支持或有些不支持学生使用 ChatGPT 等工具撰写整篇文章。对自己的学术写作有较高信心的学生不太可能使用或考虑将其用于学术目的,也不太可能支持其他学生使用这些工具。大多数学生(41.1%)还认为,应该制定一项大学范围内的政策,规定何时适合或不适合使用这些技术。研究结果表明,学生需要明确的 GAI 使用政策,大学不应该禁止使用这些技术,但必须考虑确保不同群体的学生有平等的机会使用这些技术。
Student perspectives on the use of generative artificial intelligence technologies in higher education
The aim of this project was to understand student perspectives on generative artificial intelligence (GAI) technologies such as Chat generative Pre-Trained Transformer (ChatGPT), in order to inform changes to the University of Liverpool Academic Integrity code of practice. The survey for this study was created by a library student team and vetted through focus groups. A total of 2555 students participated in the survey. Results showed that only 7% of students who responded had not heard of any GAI technologies, whilst over half had used or considered using these for academic purposes. The majority of students (54.1%) were supportive or somewhat supportive of using tools such as Grammarly, but 70.4% were unsupportive or somewhat unsupportive towards students using tools such as ChatGPT to write their whole essay. Students who had higher levels of confidence in their academic writing were less likely to use or consider using them for academic purposes, and were also less likely to be supportive of other students using them. Most students (41.1%) also thought there should be a university wide policy on when these technologies are or are not appropriate to use. The results of this research suggest that students require clear policies on the use of GAI and that these technologies should not be banned from university, but consideration must be made to ensure different groups of students have equal access to the technologies.