AI is playing an increasingly larger part in our lives and the world around us. By some projections, we will have AGI, or Artificial General Intelligence, in less than a decade. Some are even arguing we are already there. Regardless of this timeline, it is clear that AI unchecked has potentials to cause great harms. Can we control or contain AI such that we can stop those harms? It’s not easy.
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The relationship between AI and people’s health information is increasingly significant, and AI chatbot provides significantly more accurate answers to patients. However, while technology can help, it is up to people to decide how they want to use it. Even an AI tool like ChatGPT says “ChatGPT can make mistakes. Consider checking important information.” Using AI tools to make health-related decisions requires a good understanding of the information these tools provide. The project “AI and Health Information Literacy: A study exploring the perceived usefulness, and readiness among women in South Asia” aims to address the questions like “How do women in South Asia (SA) perceive the usefulness of AI in enhancing health information literacy?” and “What factors influence their readiness to adopt AI-driven health information technologies?”
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During the current moment, as generative AI dominates our thinking, both for its extraordinary performance and serious flaws, a new direction is needed. The way forward may involve looking backward. The addressing the deficiencies of generative AI would benefit from reviewing, and incorporating, some of the lessons from expert system development during the late 20th century.
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There are several ways to define Artificial Intelligence (AI), but the question is — does it matter? This editorial argues that instead of getting lost in the definitional issues, we should focus on designing systems and experiences that allow us to solve problems and accomplish tasks.
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The adoption of advanced technologies has become a crucial factor in the pedagogical transformation of today’s educational environment. As tertiary institutions strive to enhance lecture delivery mechanisms, artificial intelligence (AI) presents a revolutionary paradigm that extends beyond traditional instructional methods. The increasing reliance on digital tools necessitates a fresh examination of how AI can optimise the learning experience by offering personalised content and real-time feedback to facilitate deeper engagement.
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Experts often present two differing views here for how to make AI safe and secure: give it away for free and distribute it widely like open-source software, or keep it contained and regulated like nuclear energy. I believe there is a third option – something that stems from parenting.
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En las últimas dos décadas, la IA ha avanzado a pasos agigantados hasta el punto de que estamos hablando seriamente de que es tan inteligente como los humanos o incluso que los supera. Pero antes de dejarnos llevar demasiado por esa emoción o ese miedo, es importante que miremos hacia dentro y nos preguntemos: ¿qué nos hace inteligentes, conscientes y humanos?
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There is little doubt that GenAI can provide valuable services in certain areas e.g., by aiding and arguably empowering people who lack experience in say, writing business English or formatting CVs in specific ways, especially when applying for jobs that require submitting job applications online as is very common nowadays. However, it also creates uncanny language with a sensation of unease. Examples include employing idioms, phrases, or expressions that are used slightly incorrectly, or any other “slight but noticeable deviations from natural human writing can create a sense of disconnection and discomfort in the reader.” (ibid) Or, as Robertson (2024) puts it, “AI used to be weird. Now ‘sounds like a bot’ is just shorthand for boring.”
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Robots asesinos. Inteligencia artificial distópica. Rebeliones de máquinas. ¿Por qué nos fascina tanto la idea de que nuestros aparatos se vuelvan contra nosotros? En este artículo, desentraño nuestra obsesión con el ascenso de las máquinas y demuestro que gran parte de su atractivo es en realidad la proyección de nuestros propios miedos y dilemas.
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One of the concerns is that Generative AI’s output in response to user prompts often draws from copyrighted works, eliciting a question nowadays: Can the content created by Generative AI qualify for copyright protection itself? Here, we strive to extend our insights into the question.
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