Date
Publisher
arXiv
The rapid integration of generative artificial intelligence (AI) into
postsecondary education and many other sectors resulted in a global reckoning
with this new technology. This paper contributes to the study of the
multifaceted influence of generative AI, with a particular focus on OpenAI's
ChatGPT within academic settings during the first six months after the release
in three specific ways. First, it scrutinizes the rise of ChatGPT as a
transformative event construed through a study of mainstream discourses
exhibiting AI hype. Second, it discusses the perceived implications of
generative AI for writing, teaching, and learning through the lens of critical
discourse analysis and critical AI studies. Third, it encourages the necessity
for best practices in the adoption of generative AI technologies in education.
Study at a glance
- Question: How did early discourse and AI hype shape perceptions of ChatGPT's impact on postsecondary teaching and learning?
- Setting and data: Postsecondary academic settings and mainstream discourses during the first six months following ChatGPT's release.
- Method: Critical discourse analysis (critical discourse analysis and critical AI studies)
Why it matters
The rapid integration of generative AI into education has resulted in a global reckoning with this new technology. Additionally, mainstream discourses surrounding ChatGPT exhibit AI hype regarding its perceived implications for writing, teaching, and learning.
Key findings
- In postsecondary education, the rapid integration of ChatGPT sparked an immediate global reckoning with generative AI during its first six months.
- Mainstream discussions portrayed the rise of ChatGPT as a transformative event that exhibited substantial AI hype.
- Generative AI had perceived implications for writing, teaching, and learning in academic settings.
Summary drafted with AI from the paper’s abstract and may contain errors. See the full paper for details.
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Study design
