Abstract Recent developments in the field of artificial intelligence (AI) have enabled new paradigms of machine processing, shifting from data-driven, discriminative AI tasks toward sophisticated, creative tasks through generative AI. Leveraging deep generative models, generative AI is capable of producing novel and realistic content across a broad spectrum (e.g., texts, images, or programming code) for various domains based on basic user prompts. In this article, we offer a comprehensive overview of the fundamentals of generative AI with its underpinning concepts and prospects. We provide a conceptual introduction to relevant terms and techniques, outline the inherent properties that constitute generative AI, and elaborate on the potentials and challenges. We underline the necessity for researchers and practitioners to comprehend the distinctive characteristics of generative artificial intelligence in order to harness its potential while mitigating its risks and to contribute to a principal understanding. 

Generative artificial intelligence

In this review, utilizing the PRISMA methodology, a comprehensive analysis of the use of Generative Artificial Intelligence (GAI) across diverse professional sectors is presented, drawing from 159 selected research publications. This study provides an insightful overview of the impact of GAI on enhancing institutional performance and work productivity, with a specific focus on sectors including academia, research, technology, communications, agriculture, government, and business. It highlights the critical role of GAI in navigating AI challenges, ethical considerations, and the importance of analytical thinking in these domains. The research conducts a detailed content analysis, uncovering significant trends and gaps in current GAI applications and projecting future prospects. A key aspect of this study is the bibliometric analysis, which identifies dominant tools like Chatbots and Conversational Agents, notably ChatGPT, as central to GAI’s evolution. The findings indicate a robust and accelerating trend in GAI research, expected to continue through 2024 and beyond. Additionally, this study points to potential future research directions, emphasizing the need for improved GAI design and strategic long-term planning, particularly in assessing its impact on user experience across various professional fields.

Enhancing Work Productivity through Generative Artificial Intelligence: A Comprehensive Literature Review

Generative artificial intelligence (GenAI) tools, such as large language models (LLMs), generate natural language and other types of content to perform a wide range of tasks. This represents a significant technological advancement that poses opportunities and challenges to educational research and practice. This commentary brings together contributions from nine experts working in the intersection of learning and technology and presents critical reflections on the opportunities, challenges, and implications related to GenAI technologies in the context of education. In the commentary, it is acknowledged that GenAI's capabilities can enhance some teaching and learning practices, such as learning design, regulation of learning, automated content, feedback, and assessment. Nevertheless, we also highlight its limitations, potential disruptions, ethical consequences, and potential misuses. The identified avenues for further research include the development of new insights into the roles human experts can play, strong and continuous evidence, human-centric design of technology, necessary policy, and support and competence mechanisms. Overall, we concur with the general skeptical optimism about the use of GenAI tools such as LLMs in education. Moreover, we highlight the danger of hastily adopting GenAI tools in education without deep consideration of the efficacy, ecosystem-level implications, ethics, and pedagogical soundness of such practices. 

The promise and challenges of generative AI in education

There is a constant need for educators to develop and maintain effective up-to-date assessments. While there is a growing body of research in computing education on utilizing large language models (LLMs) in generation and engagement with coding exercises, the use of LLMs for generating programming MCQs has not been extensively explored. We analyzed the capability of GPT-4 to produce multiple-choice questions (MCQs) aligned with specific learning objectives (LOs) from Python programming classes in higher education. Specifically, we developed an LLM-powered (GPT-4) system for generation of MCQs from high-level course context and module-level LOs. We evaluated 651 LLM-generated and 449 human-crafted MCQs aligned to 246 LOs from 6 Python courses. We found that GPT-4 was capable of producing MCQs with clear language, a single correct choice, and high-quality distractors. We also observed that the generated MCQs appeared to be well-aligned with the LOs. Our findings can be leveraged by educators wishing to take advantage of the state-of-the-art generative models to support MCQ authoring efforts.

pdf/a-comparative-study-of-ai-generated-gpt-4-and-human-crafted-4yv81fi0qb.pdf

A Comparative Study of AI-Generated (GPT-4) and Human-crafted MCQs in Programming Education

Generative artificial intelligence (GenAI) holds the potential to transform the delivery, cultivation, and evaluation of human learning. This Perspective examines the integration of GenAI as a tool for human learning, addressing its promises and challenges from a holistic viewpoint that integrates insights from learning sciences, educational technology, and human-computer interaction. GenAI promises to enhance learning experiences by scaling personalised support, diversifying learning materials, enabling timely feedback, and innovating assessment methods. However, it also presents critical issues such as model imperfections, ethical dilemmas, and the disruption of traditional assessments. Cultivating AI literacy and adaptive skills is imperative for facilitating informed engagement with GenAI technologies. Rigorous research across learning contexts is essential to evaluate GenAI's impact on human cognition, metacognition, and creativity. Humanity must learn with and about GenAI, ensuring it becomes a powerful ally in the pursuit of knowledge and innovation, rather than a crutch that undermines our intellectual abilities. 

pdf/promises-and-challenges-of-generative-artificial-29jyqf6qk9r8.pdf

Promises and challenges of generative artificial intelligence for human
  learning

Recent advances in generative artificial intelligence (AI) have captured worldwide attention. Tools such as Dalle-2 and ChatGPT demonstrate that tasks previously thought to be beyond the capabilities of AI may now augment the productivity of creative media in various new ways. To date, there is limited research investigating the real-world educational value of AI-generated media. To address this gap, we examined the impact of using generative AI to create learning videos with synthetic virtual instructors. We took a mixed-method approach, randomly assigning adult learners (n = 83) into one of two micro-learning conditions, collecting pre- and post-learning assessments, and surveying participants on their learning experience. The control condition included a traditionally produced instructor video, while the experimental condition included an AI-generated learning video with a synthetic virtual instructor. Learners in both conditions demonstrated significant improvement from pre- to post-learning (p <.001), with no significant differences in gains between the two conditions (p = .80), and no qualitative differences in the perceived learning experience. These findings suggest that AI-generated learning videos have the potential to be a viable substitute for videos produced via traditional methods in online educational settings, making high quality educational content more accessible across the globe. 

Generative AI for Learning: Investigating the Potential of Learning Videos with Synthetic Virtual Instructors

As Large Language Models (LLMs) and other forms of Generative AI permeate various aspects of our lives, their application for learning and education has provided opportunities and challenges. This paper presents an investigation into the use of LLMs in asynchronous course creation, particularly within the context of adult learning, training and upskilling. We developed a course prototype leveraging an LLM, implementing a robust human-in-the-loop process to ensure the accuracy and clarity of the generated content. Our research questions focus on the feasibility of LLMs to produce high-quality adult learning content with reduced human involvement. Initial findings indicate that taking this approach can indeed facilitate faster content creation without compromising on accuracy or clarity, marking a promising advancement in the field of Generative AI for education. Despite some limitations, the study underscores the potential of LLMs to transform the landscape of learning and education, necessitating further research and nuanced discussions about their strategic and ethical use in learning design.

pdf/prototyping-the-use-of-large-language-models-llms-for-adult-jkyisbg8.pdf

Prototyping the use of Large Language Models (LLMs) for adult learning content creation at scale

Broadening access to both computational and educational resources is critical to diffusing machine-learning (ML) innovation. However, today, most ML resources and experts are siloed in a few countries and organizations. In this paper, we describe our pedagogical approach to increasing access to applied ML through a massive open online course (MOOC) on Tiny Machine Learning (TinyML). We suggest that TinyML, ML on resource-constrained embedded devices, is an attractive means to widen access because TinyML both leverages low-cost and globally accessible hardware, and encourages the development of complete, self-contained applications, from data collection to deployment. To this end, a collaboration between academia (Harvard University) and industry (Google) produced a four-part MOOC that provides application-oriented instruction on how to develop solutions using TinyML. The series is openly available on the edX MOOC platform, has no prerequisites beyond basic programming, and is designed for learners from a global variety of backgrounds. It introduces pupils to real-world applications, ML algorithms, data-set engineering, and the ethical considerations of these technologies via hands-on programming and deployment of TinyML applications in both the cloud and their own microcontrollers. To facilitate continued learning, community building, and collaboration beyond the courses, we launched a standalone website, a forum, a chat, and an optional course-project competition. We also released the course materials publicly, hoping they will inspire the next generation of ML practitioners and educators and further broaden access to cutting-edge ML technologies.

Widening Access to Applied Machine Learning with TinyML.

Recent advances in generative artificial intelligence (AI) have captured worldwide attention. Tools such as Dalle-2 and ChatGPT suggest that tasks previously thought to be beyond the capabilities of AI may now augment the productivity of creative media in various new ways, including through the generation of synthetic video. This research paper explores the utility of using AI-generated synthetic video to create viable educational content for online educational settings. To date, there is limited research investigating the real-world educational value of AI-generated synthetic media. To address this gap, we examined the impact of using AI-generated synthetic video in an online learning platform on both learners content acquisition and learning experience. We took a mixed-method approach, randomly assigning adult learners (n=83) into one of two micro-learning conditions, collecting pre- and post-learning assessments, and surveying participants on their learning experience. The control condition included a traditionally produced instructor video, while the experimental condition included a synthetic video with a realistic AI-generated character. The results show that learners in both conditions demonstrated significant improvement from pre- to post-learning (p<.001), with no significant differences in gains between the two conditions (p=.80). In addition, no differences were observed in how learners perceived the traditional and synthetic videos. These findings suggest that AI-generated synthetic learning videos have the potential to be a viable substitute for videos produced via traditional methods in online educational settings, making high quality educational content more accessible across the globe.

Generative AI for learning: Investigating the potential of synthetic learning videos

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Generative AI for Learning: Investigating the Potential of Learning Videos with Synthetic Virtual Instructors

Prototyping the use of Large Language Models (LLMs) for adult learning content creation at scale

Widening Access to Applied Machine Learning with TinyML.

Generative AI for learning: Investigating the potential of synthetic learning videos