Artificial Intelligence, Academic Misconduct, and the Borg: Why GPT-3 Text Generation in the Higher Education Classroom is Becoming Scary
DOI :
https://doi.org/10.18357/anthropologica65120232166Mots-clés :
intelligence artificielle, enseignement supérieur, faute académique, GPT-3, ethnographie, anthropologie ludiqueRésumé
Nous explorons de manière ludique la capacité d’un outil générateur de textes utilisant l’intelligence artificielle, appelé GPT-3, à produire des textes académiques crédibles. À partir d’une préoccupation soulevée par des collègues concernant la possibilité d’utiliser GPT-3 pour tricher dans le milieu universitaire, en particulier au niveau du premier cycle, nous interagissons avec l’interface de GPT-3 en tant que néophytes maladroits pour apprendre ce qu’il pourrait produire. Les résultats de cet outil générateur de texte GPT-3 sont incroyables, parfois surprenants et souvent terribles. Nous montrons comment GPT-3 pourrait être utilisé par les étudiants pour produire des travaux écrits et les raisons pour lesquelles la plupart des enseignants, le plus souvent, pourraient voir des productions de GPT-3 (du moins pour l’instant). Selon nos expériences, nous apprenons que le GPT-3 peut être un collaborateur productif dans la conception de documents, mais nous nous demandons si cela est éthique. Bien que cette expérimentation soit amusante et quelque peu addictive, nous devons prêter attention aux façons dont le générateur de textes utilisant l’intelligence artificielle (IA) peut commencer à apparaître dans les cours d’anthropologie.
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