Toward non-human-centered design: designing an academic article with ChatGPT
DOI:
https://doi.org/10.3145/epi.2023.sep.12Palabras clave:
Artificial intelligence, AI, Academic texts, Scientific articles, AI implementation, AI perspectives, Article design, Artificial intelligence in education, Assessment, ChatGPT, Conversational AI, GPT-3.5, Human-AI collaboration, Machine learning, Natural language processing (NLP), Learning, TeachingResumen
Non-human-centered design tools, such as ChatGPT, have shown potential as effective aids in academic article design. This study conducts a comparative evaluation of ChatGPT-3.5 and ChatGPT-4, examining their capabilities and limitations in supporting the academic article design process. The study aims to demonstrate the utility of ChatGPT as a writing tool and investigate its applicability and efficacy in the context of academic paper design. The author interacted with both versions of ChatGPT, providing prompts and analyzing the generated responses. In addition, a different expert academic was consulted to assess the appropriateness of the ChatGPT responses. The findings suggest that ChatGPT, despite its limitations, could serve as a useful tool for academic writing, particularly in the design of academic articles. Despite the limitations of both GPT-3.5 and GPT-4, GPT-3.5 offers a broader perspective, whereas GPT-4 provides a more in-depth and detailed approach to the design of articles. ChatGPT exhibits capabilities in aiding the design process, generating ideas aligned with the overall purpose and focus of the paper, producing consistent and contextually relevant responses to various natural language inputs, partially assisting in literature reviews, supporting paper design in terms of both content and format, and providing reasonable editing and proofreading for articles. However, limitations were identified, including reduced critical thinking, potential for plagiarism, risk of misinformation, lack of originality and innovation, and limited access to literature.
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