Since the launch of ChatGPT in 2022, generative AI chatbots (GenAI) have gained popularity, raising concerns about their impact on various sectors, including education. This study investigated...Show moreSince the launch of ChatGPT in 2022, generative AI chatbots (GenAI) have gained popularity, raising concerns about their impact on various sectors, including education. This study investigated university students’ perceptions and concerns regarding the technology applied to educational purposes. Ninety-six students from Dutch higher education institutions, primarily female (71%), aged 18 to 24 (78%), and studying in the field of Behaviour and Society (60%), participated in the study by completing an online survey to reveal if and how they used GenAI chatbots for their assignments. Results showed that 84% of the participants that knew the tool used them for their assignments, with a mean frequency of use around several times a week, while 8% declared using the chatbots at least once a day. Students generally agreed that GenAI chatbots are useful for university tasks, especially associating the tool with an increase in productivity. Students’ main concerns were the risk to honest and ethical behavior, doubt about the reliability of generated content and plagiarism. The level of concern with potential negative effects of GenAI chatbots was negatively correlated with frequency of use. Students’ attitudes and concerns highlight the need for institutional guidelines to help them use the technology fairly and critically. Guidance could enable the use of GenAI chatbots to enhance productivity in school tasks while preventing issues related to academic integrity and security.Show less
In recent years, artificial intelligence has attracted significant attention, from all corners of society. Recently, generative artificial intelligence has fueled this even further. In response,...Show moreIn recent years, artificial intelligence has attracted significant attention, from all corners of society. Recently, generative artificial intelligence has fueled this even further. In response, countries are rushing to regulate the use of generative artifi- cial intelligence to protect their populations while reaping the societal benefits the technology is promised to bring. China is the first country to have regulated gen- erative artificial intelligence. In this thesis, I address the question of how we can understand China’s regulations on generative artificial intelligence from a Euro- pean perspective. To start, I provide background information on the technology at the center of the thesis, generative artificial intelligence, and on regulatory frameworks on artificial intelligence (AI), both in China and in the European Union. After that, I zoom in on China’s recently introduced regulatory framework on generative artificial intel- ligence, which is followed by an analysis. To this end, I define a set of key values that, to me, represent a European point of view on artificial intelligence. I conclude by offering a contextualised interpretation of the characteristics that stand out from my analysis.Show less
