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Conversational Artificial Intelligence: A Catalyst for Rethinking Assessment in Higher Education

Desireé Cranfield Orcid Logo, Venter, IM, John Mulyata Orcid Logo

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 Orcid Logo, John Mulyata Orcid Logo

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...

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Published in: European Conference of Knowledge Management / Proceedings of the 25th European Conference on Knowledge Management /
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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spelling v2 67687 2024-09-13 Conversational Artificial Intelligence: A Catalyst for Rethinking Assessment in Higher Education 3f8fe4194470d374d18e4738089a6ab1 0000-0002-3082-687X Desireé Cranfield Desireé Cranfield true false c9fc9e38e97a5a693c4f605e110b13dc 0000-0001-7494-9022 John Mulyata John Mulyata true false 2024-09-13 CBAE 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. Conference Paper/Proceeding/Abstract European Conference of Knowledge Management / Proceedings of the 25th European Conference on Knowledge Management / 25 1 1097 1105 Academic Conferences international Reading 978-1-917204-10-1 978-1-917204-11-8 conversational artificial intelligence, knowledge café, higher education, assessment, disruptive technology 9 9 2024 2024-09-09 https://papers.academic-conferences.org/index.php/eckm/issue/view/35 COLLEGE NANME Management School COLLEGE CODE CBAE Swansea University Not Required 2024-09-13T15:13:56.1158887 2024-09-13T14:57:37.2920276 Faculty of Humanities and Social Sciences School of Management - Business Management Desireé Cranfield 0000-0002-3082-687X 1 Venter, IM 2 John Mulyata 0000-0001-7494-9022 3
title Conversational Artificial Intelligence: A Catalyst for Rethinking Assessment in Higher Education
spellingShingle Conversational Artificial Intelligence: A Catalyst for Rethinking Assessment in Higher Education
Desireé Cranfield
John Mulyata
title_short Conversational Artificial Intelligence: A Catalyst for Rethinking Assessment in Higher Education
title_full Conversational Artificial Intelligence: A Catalyst for Rethinking Assessment in Higher Education
title_fullStr Conversational Artificial Intelligence: A Catalyst for Rethinking Assessment in Higher Education
title_full_unstemmed Conversational Artificial Intelligence: A Catalyst for Rethinking Assessment in Higher Education
title_sort Conversational Artificial Intelligence: A Catalyst for Rethinking Assessment in Higher Education
author_id_str_mv 3f8fe4194470d374d18e4738089a6ab1
c9fc9e38e97a5a693c4f605e110b13dc
author_id_fullname_str_mv 3f8fe4194470d374d18e4738089a6ab1_***_Desireé Cranfield
c9fc9e38e97a5a693c4f605e110b13dc_***_John Mulyata
author Desireé Cranfield
John Mulyata
author2 Desireé Cranfield
Venter, IM
John Mulyata
format Conference Paper/Proceeding/Abstract
container_title European Conference of Knowledge Management / Proceedings of the 25th European Conference on Knowledge Management /
container_volume 25
container_issue 1
container_start_page 1097
publishDate 2024
institution Swansea University
isbn 978-1-917204-10-1
978-1-917204-11-8
publisher Academic Conferences international
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
url https://papers.academic-conferences.org/index.php/eckm/issue/view/35
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description 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.
published_date 2024-09-09T15:13:54Z
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