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.
What is the application?
Who age?
Study design
