Conference Paper/Proceeding/Abstract 50 views
Conversational Artificial Intelligence: A Catalyst for Rethinking Assessment in Higher Education
Desireé Cranfield 
,
Venter, IM,
John Mulyata
,
Venter, IM,
John Mulyata
European Conference of Knowledge Management / Proceedings of the 25th European Conference on Knowledge Management /, Volume: 25, Issue: 1, Pages: 1097 - 1105
Swansea University Authors:
Desireé Cranfield , John Mulyata
Abstract
Conversational Artificial Intelligence has disrupted higher education by fundamentally altering its landscape. Fuelled by natural language processing and machine learning this technology has gained widespread adoption particularly since the release of ChatGPT in November 2022. As universities embrac...
| Published in: | European Conference of Knowledge Management / Proceedings of the 25th European Conference on Knowledge Management / |
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| ISBN: | 978-1-917204-10-1 978-1-917204-11-8 |
| Published: |
Reading
Academic Conferences international
2024
|
| Online Access: |
https://papers.academic-conferences.org/index.php/eckm/issue/view/35 |
| URI: | https://cronfa.swan.ac.uk/Record/cronfa67687 |
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| Abstract: |
Conversational Artificial Intelligence has disrupted higher education by fundamentally altering its landscape. Fuelled by natural language processing and machine learning this technology has gained widespread adoption particularly since the release of ChatGPT in November 2022. As universities embrace digital transformation, assessment practices must evolve to align with the capabilities of Artificial Intelligence-driven chatbots and virtual assistants. This paper explores how conversational artificial intelligence impacts higher education, in particular, student assessment. A fundamental shift in assessment and evaluation of student competencies is necessary to not only consider knowledge retention but also critical thinking, communication, and adaptability skills. A review of the literature was conducted to understand how assignments should change due to the emergence of this disruptive technology. Conversational Artificial Intelligence and its application within the higher education context is uncertain, with disparate practices—in terms of ethical consideration and understanding—across the sector. A case study was conducted in which MSc Management students undertaking a specific module were tasked to use three Artificial Intelligence tools in their report writing of a business, to verify the sources and content provided by the Artificial Intelligence tool, and to critically evaluate the process as well as the output received for each prompt. The paper proposes a collaborative approach to navigate the ethical implementation and utilization of conversational Artificial Intelligence in higher education, advocating for the co-creation of guidelines through forums like Knowledge Cafés, stressing the need to rethink student assignments and its assessment and the adoption of artificial intelligence technologies by students for assignments. |
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| Keywords: |
conversational artificial intelligence, knowledge café, higher education, assessment, disruptive technology |
| College: |
Faculty of Humanities and Social Sciences |
| Issue: |
1 |
| Start Page: |
1097 |
| End Page: |
1105 |