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Conversational AI in Higher Education: Opportunities, Challenges, and Ethical Considerations

Isabella M Venter, Desireé Cranfield Orcid Logo, Rénette J Blignaut, Soha Achi, Andrea Tick

2024 IEEE 28th International Conference on Intelligent Engineering Systems (INES), Pages: 000195 - 000202

Swansea University Author: Desireé Cranfield Orcid Logo

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DOI (Published version): 10.1109/ines63318.2024.10629104

Abstract

Artificial Intelligence, in particular conversational artificial intelligence (AI), is revolutionizing higher education. The commercialization and popularization of these tools has catapulted its adoption. It offers personalized student learning, support to academic and professional staff, and the s...

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Published in: 2024 IEEE 28th International Conference on Intelligent Engineering Systems (INES)
ISSN: 1543-9259
Published: IEEE 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa67689
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first_indexed 2024-09-13T14:36:36Z
last_indexed 2024-09-13T14:36:36Z
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spelling v2 67689 2024-09-13 Conversational AI in Higher Education: Opportunities, Challenges, and Ethical Considerations 3f8fe4194470d374d18e4738089a6ab1 0000-0002-3082-687X Desireé Cranfield Desireé Cranfield true false 2024-09-13 CBAE Artificial Intelligence, in particular conversational artificial intelligence (AI), is revolutionizing higher education. The commercialization and popularization of these tools has catapulted its adoption. It offers personalized student learning, support to academic and professional staff, and the streamlining administrative tasks. This rapidly developing technology promises to significantly influence the higher educational landscape. An interpretive synthesis of the current application of conversational artificial intelligence in higher education was guided by a state-of-the-art literature review. The aim of the research study was to evaluate academics perspective of conversational AI use and its perceived benefits and challenges, in four different countries (South Africa, Hungary, Lebanon, and Wales). It was found that less than half of the respondents employed conversational AI in teaching, whereas most of the respondents utilized it for research support. The preference for using conversational artificial intelligence tools in research rather than in teaching—particularly among younger academics and those favoring remote working environments—suggests a future trajectory where AI could become more central in academic research than in traditional teaching methods. Furthermore, it was found that significantly more of those who do not use conversational AI for teaching, prefer teaching face to face, whereas those using conversational AI to enhance their teaching, most were neutral about their preferred mode of delivery. Despite some of the concerns raised by some academics, most viewed it its numerous potential advantages for teaching and research, positively. The study, however, did raise concerns regarding the ethical integration and adoption of these technologies in academic settings. Conference Paper/Proceeding/Abstract 2024 IEEE 28th International Conference on Intelligent Engineering Systems (INES) 000195 000202 IEEE 1543-9259 conversational artificial intelligence, higher education, large language models, ethics, academic scholarship. 15 8 2024 2024-08-15 10.1109/ines63318.2024.10629104 COLLEGE NANME Management School COLLEGE CODE CBAE Swansea University Not Required 2024-10-04T11:47:31.6239911 2024-09-13T15:14:51.5236643 Faculty of Humanities and Social Sciences School of Management - Business Management Isabella M Venter 1 Desireé Cranfield 0000-0002-3082-687X 2 Rénette J Blignaut 3 Soha Achi 4 Andrea Tick 5
title Conversational AI in Higher Education: Opportunities, Challenges, and Ethical Considerations
spellingShingle Conversational AI in Higher Education: Opportunities, Challenges, and Ethical Considerations
Desireé Cranfield
title_short Conversational AI in Higher Education: Opportunities, Challenges, and Ethical Considerations
title_full Conversational AI in Higher Education: Opportunities, Challenges, and Ethical Considerations
title_fullStr Conversational AI in Higher Education: Opportunities, Challenges, and Ethical Considerations
title_full_unstemmed Conversational AI in Higher Education: Opportunities, Challenges, and Ethical Considerations
title_sort Conversational AI in Higher Education: Opportunities, Challenges, and Ethical Considerations
author_id_str_mv 3f8fe4194470d374d18e4738089a6ab1
author_id_fullname_str_mv 3f8fe4194470d374d18e4738089a6ab1_***_Desireé Cranfield
author Desireé Cranfield
author2 Isabella M Venter
Desireé Cranfield
Rénette J Blignaut
Soha Achi
Andrea Tick
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container_title 2024 IEEE 28th International Conference on Intelligent Engineering Systems (INES)
container_start_page 000195
publishDate 2024
institution Swansea University
issn 1543-9259
doi_str_mv 10.1109/ines63318.2024.10629104
publisher IEEE
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
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description Artificial Intelligence, in particular conversational artificial intelligence (AI), is revolutionizing higher education. The commercialization and popularization of these tools has catapulted its adoption. It offers personalized student learning, support to academic and professional staff, and the streamlining administrative tasks. This rapidly developing technology promises to significantly influence the higher educational landscape. An interpretive synthesis of the current application of conversational artificial intelligence in higher education was guided by a state-of-the-art literature review. The aim of the research study was to evaluate academics perspective of conversational AI use and its perceived benefits and challenges, in four different countries (South Africa, Hungary, Lebanon, and Wales). It was found that less than half of the respondents employed conversational AI in teaching, whereas most of the respondents utilized it for research support. The preference for using conversational artificial intelligence tools in research rather than in teaching—particularly among younger academics and those favoring remote working environments—suggests a future trajectory where AI could become more central in academic research than in traditional teaching methods. Furthermore, it was found that significantly more of those who do not use conversational AI for teaching, prefer teaching face to face, whereas those using conversational AI to enhance their teaching, most were neutral about their preferred mode of delivery. Despite some of the concerns raised by some academics, most viewed it its numerous potential advantages for teaching and research, positively. The study, however, did raise concerns regarding the ethical integration and adoption of these technologies in academic settings.
published_date 2024-08-15T11:47:30Z
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score 11.036706

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