Zhang, Yakun ORCID: 0000-0002-5336-7717 (2024) Exploring the role of Generative Artificial Intelligence (GenAI) in Higher Education: values, creativity, and cultural perspectives. In: Learning & Teaching Festival 2024 (LTF2024) - The Big Picture: Meta-learning, 20th June 2024, University of Greenwich, London. (Unpublished)

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Abstract

Generative artificial intelligence (GenAI) contains a group of machine learning algorithms designed to generate new data samples that mimic existing datasets (2024). Technology has been widely adopted globally in higher education (HE) in the past few years, especially in teaching and research (Abrahams, 2010). Previous scholars have identified some benefits and challenges of generative AI in HE (Chan and Hu, 2023). For example, GenAI can enhance students’ learning experience through its ability to respond to user prompts to generate personalised and original output and assist students in brainstorming ideas, synthesising information, concluding large data sets, and developing content, especially for non-English-speaking students (Chan and Lee, 2023). For creative modules such as creative content or marketing communications, the text-to-image GenAI can enhance human-AI co-creativity by empowering non-technical users to tap into their creativity (Turchi et al., 2023). However, GenAI tools may generate factually inaccurate information and promote cheating and plagiarism without being easily detected, especially with written assignments (Zhai, 2022, Yusuf et al., 2024). Despite the benefits of GenAI in enhancing students’ learning, the challenges of using GenAI in HE highlight the need for research into how GenAI can be effectively integrated into the teaching and learning process (Chan and Hu, 2023). Yusuf et al. (2024) suggested that more research was needed to understand the roles of diversity and culture in integrating GenAI into HE. To better understand how GenAI can be incorporated into HE, this proposal proposes additional research on the following topics:
1. What are the values students are looking for in GenAI in HE?
2. How does the interaction with GenAI in HE affect students’ creativity and critical thinking?
3. Do White and Black, Asian and Minority Ethic (BAME) students use GenAI differently in HE? If yes, what are the proposed GenAI regulations to foster students’ creativity and critical thinking?

Item Type:	Conference or Conference Paper (Paper)
Uncontrolled Keywords:	GenAI; Higher Education; Learning and Teaching
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General) T Technology > T Technology (General)
Faculty / School / Research Centre / Research Group:	Faculty of Business
Last Modified:	19 Jun 2024 08:53
URI:	http://gala.gre.ac.uk/id/eprint/47421

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