A review of the implications of artificial intelligence tools in higher education. Should we panic?

DOI

10.2991/978-2-38476-134-0_9How to use a DOI?

Keywords

Artificial intelligence; benefits; challenges; effective teaching and learning; higher education

Abstract

Recently, Artificial Intelligence (AI) tools are taking higher education or the education sector in general by storm. Artificial Intelligence is among the emerging tools in educational technology. Numerous Application Programming interfaces (APIs) exist. However, recent developments in AI have seen the emergence of tools such as ChatGPT, QuillBot, and CopyMatic in the higher education sector. However, it is unclear whether AI tools broadly have pedagogical advantages and how they will influence meaningful teaching and learning in higher education. The big question is, should the higher education sector panic? There are concerns about student autonomy and authentic learning. Or should we embrace this disruption, bring students to the conversation, and find new and creative ways of teaching, learning, and assessing in the wake of emerging AI? This review provides an overview of the recent emerging AI tools in the higher education setting and critiques their implications on the pedagogical landscape. The search retrieved sixty-three (63) journal articles for synthesis. The desktop search relied on Scopus and Web of Science databases. This review argues that AI use in the higher education sector could transform higher education through improved productivity, access, and affordability, enhancing student success, supporting research and stakeholder collaboration, identifying at-risk students, and personalised learning experiences employing tutoring systems with other opportunities if meaningfully integrated. However, on the other end of the spectrum are concerns and fears concerning the use of AI that include but are not limited to algorithmic bias and discrimination, ethics, transparency, data privacy and security, and student autonomy, including the potential for job losses for teachers. The review concludes and makes recommendations for the higher education sector or higher learning institutions on integrating AI responsibly and effectively by strengthening the connection with pedagogical perspectives.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - M. Sibanda
AU  - N. Z. Khumalo
AU  - F. N. Fon
PY  - 2023
DA  - 2023/11/06
TI  - A review of the implications of artificial intelligence tools in higher education. Should we panic?
BT  - Proceedings of the 10th Focus Conference (TFC 2023)
PB  - Atlantis Press
SP  - 128
EP  - 145
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-134-0_9
DO  - 10.2991/978-2-38476-134-0_9
ID  - Sibanda2023
ER  -