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

Desireé Cranfield Orcid Logo, Isabella M Venter Orcid Logo, John Mulyata Orcid Logo

European Conference on Knowledge Management, Volume: 25, Issue: 1, Pages: 1097 - 1105

Swansea University Authors: Desireé Cranfield Orcid Logo, John Mulyata Orcid Logo

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DOI (Published version): 10.34190/eckm.25.1.2935

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 on Knowledge Management
ISBN: 978-1-917204-10-1 978-1-917204-11-8
ISSN: 2048-8963 2048-8971
Published: Reading Academic Conferences International Ltd 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa67687
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spelling 2025-01-22T15:34:12.5231441 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 on Knowledge Management 25 1 1097 1105 Academic Conferences International Ltd Reading 978-1-917204-10-1 978-1-917204-11-8 2048-8963 2048-8971 conversational artificial intelligence, knowledge café, higher education, assessment, disruptive technology 9 9 2024 2024-09-09 10.34190/eckm.25.1.2935 COLLEGE NANME Management School COLLEGE CODE CBAE Swansea University Not Required 2025-01-22T15:34:12.5231441 2024-09-13T14:57:37.2920276 Faculty of Humanities and Social Sciences School of Management - Business Management Desireé Cranfield 0000-0002-3082-687X 1 Isabella M Venter 0000-0001-6554-8024 2 John Mulyata 0000-0001-7494-9022 3 67687__31331__95364462afa14f0fb30776d62a167a5d.pdf Cranfield-KM-123.pdf 2024-09-13T15:08:46.7971213 Output 975330 application/pdf Version of Record true Copyright (c) 2024 European Conference on Knowledge Management. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. true eng https://creativecommons.org/licenses/by-nc-nd/4.0/
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
Isabella M Venter
John Mulyata
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container_title European Conference on Knowledge Management
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publishDate 2024
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doi_str_mv 10.34190/eckm.25.1.2935
publisher Academic Conferences International Ltd
college_str Faculty of Humanities and Social Sciences
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department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
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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 2024-09-09T05:22:19Z
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