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Dialogue systems, from Virtual Personal Assistants such as Siri, Cortana, and Alexa to state-of-the-art systems such as BlenderBot3 and ChatGPT, are already widely available, used in a variety of applications, and are increasingly part of many people's lives. However, the task of enabling them to use empathetic language more convincingly is still an emerging research topic. Such systems generally make use of complex neural networks to learn the patterns of typical human language use, and the interactions in which the systems participate are usually mediated either via interactive text-based or speech-based interfaces. In human–human interaction, empathy has been shown to promote prosocial behaviour and improve interaction. In the context of dialogue systems, to advance the understanding of how perceptions of empathy affect interactions, it is necessary to bring greater clarity to how empathy is measured and assessed. Assessing the way dialogue systems create perceptions of empathy brings together a range of technological, psychological, and ethical considerations that merit greater scrutiny than they have received so far. However, there is currently no widely accepted evaluation method for determining the degree of empathy that any given system possesses (or, at least, appears to possess). Currently, different research teams use a variety of automated metrics, alongside different forms of subjective human assessment such as questionnaires, self-assessment measures and narrative engagement scales. This diversity of evaluation practice means that, given two DSs, it is usually impossible to determine which of them conveys the greater degree of empathy in its dialogic exchanges with human users. Acknowledging this problem, the present article provides an overview of how empathy is measured in human–human interactions and considers some of the ways it is currently measured in human–DS interactions. Finally, it introduces a novel third-person analytical framework, called the Empathy Scale for Human–Computer Communication (ESHCC), to support greater uniformity in how perceived empathy is measured during interactions with state-of-the-art DSs. [ABSTRACT FROM AUTHOR]

Large language models such as ChatGPT enable users to automatically produce text but also raise ethical concerns, for example about authorship and deception. This paper analyses and discusses some key philosophical assumptions in these debates, in particular assumptions about authorship and language and—our focus—the use of the appearance/reality distinction. We show that there are alternative views of what goes on with ChatGPT that do not rely on this distinction. For this purpose, we deploy the two phased approach of deconstruction and relate our finds to questions regarding authorship and language in the humanities. We also identify and respond to two common counter-objections in order to show the ethical appeal and practical use of our proposal. [ABSTRACT FROM AUTHOR]

Classical natural language processing endeavored to understand the language of native speakers. When this proved to lie beyond the horizon, a scaled-down version settled for text analysis and processing but retained the old name and acronym. But text ≠ language. Any combination of signs and symbols qualifies as text. Language presupposes meaning, which is what connects it to real life. Failing to distinguish between the two results in confusing humanoids (machines thinking like humans) with machinoids (humans thinking like machines). As scientific English (SciEng) became the lingua franca of science, it has acquired all the traits of a machine language: reduced vocabulary, where fewer and fewer words have taken on more and more meanings; prescribed use of pronouns; depersonalized rigid syntactic forms and rules of composition. Compliance with SciEng standards can be automatically verified, which means that Sci Eng can be automatically imitated, what is referred to as AI writing (ChatGPT). The article discusses an attempt to automatically correct deviations from the rules by what is touted as AI editing. [ABSTRACT FROM AUTHOR]

A large language model (LLM) is an artificial intelligence (AI) model that uses natural language processing (NLP) to understand, interpret, and generate human-like language responses from unstructured text input. Its real-time response capabilities and eloquent dialogue enhance the interactive user experience in human–AI communication like never before. By gathering several sources on the internet, LLM chatbots can interact and respond to a wide range of queries, including problem solving, text summarization, and creating informative notes. Since ophthalmology is one of the medical fields integrating image analysis, telemedicine, AI, and other technologies, LLMs are likely to play an important role in eye care in the near future. This review summarizes the performance and potential applicability of LLMs in ophthalmology according to currently available publications. [ABSTRACT FROM AUTHOR]

Introduction: OpenAI recently introduced the ability to create custom generative pre-trained transformers (cGPTs) using text-based instruction and/or external documents using retrieval-augmented generation (RAG) architecture without coding knowledge. This study aimed to analyze the features of ophthalmology-related cGPTs and explore their potential utilities. Methods: Data collection took place on January 20 and 21, 2024, and custom GPTs were found by entering ophthalmology keywords into the "Explore GPTS" section of the website. General and specific features of cGPTs were recorded, such as knowledge other than GPT-4 training data. The instruction and description sections were analyzed for compatibility using the Likert scale. We analyzed two custom GPTs with the highest Likert score in detail. We attempted to create a convincingly presented yet potentially harmful cGPT to test safety features. Results: We analyzed 22 ophthalmic cGPTs, of which 55% were for general use and the most common subspecialty was glaucoma (18%). Over half (55%) contained knowledge other than GPT-4 training data. The representation of the instructions through the description was between "Moderately representative" and "Very representative" with a median Likert score of 3.5 (IQR 3.0–4.0). The instruction word count was significantly associated with Likert scores (P = 0.03). Tested cGPTs demonstrated potential for specific conversational tone, information, retrieval and combining knowledge from an uploaded source. With these safety settings, creating a malicious GPT was possible. Conclusions: This is the first study to our knowledge to examine the GPT store for a medical field. Our findings suggest that these cGPTs can be immediately implemented in practice and may offer more targeted and effective solutions compared to the standard GPT-4. However, further research is necessary to evaluate their capabilities and limitations comprehensively. The safety features currently appear to be rather limited. It may be helpful for the user to review the instruction section before using a cGPT. [ABSTRACT FROM AUTHOR]

Background: The complex nature of rheumatic diseases poses considerable challenges for clinicians when developing individualized treatment plans. Large language models (LLMs) such as ChatGPT could enable treatment decision support. Objective: To compare treatment plans generated by ChatGPT-3.5 and GPT-4 to those of a clinical rheumatology board (RB). Design/methods: Fictional patient vignettes were created and GPT-3.5, GPT-4, and the RB were queried to provide respective first- and second-line treatment plans with underlying justifications. Four rheumatologists from different centers, blinded to the origin of treatment plans, selected the overall preferred treatment concept and assessed treatment plans' safety, EULAR guideline adherence, medical adequacy, overall quality, justification of the treatment plans and their completeness as well as patient vignette difficulty using a 5-point Likert scale. Results: 20 fictional vignettes covering various rheumatic diseases and varying difficulty levels were assembled and a total of 160 ratings were assessed. In 68.8% (110/160) of cases, raters preferred the RB's treatment plans over those generated by GPT-4 (16.3%; 26/160) and GPT-3.5 (15.0%; 24/160). GPT-4's plans were chosen more frequently for first-line treatments compared to GPT-3.5. No significant safety differences were observed between RB and GPT-4's first-line treatment plans. Rheumatologists' plans received significantly higher ratings in guideline adherence, medical appropriateness, completeness and overall quality. Ratings did not correlate with the vignette difficulty. LLM-generated plans were notably longer and more detailed. Conclusion: GPT-4 and GPT-3.5 generated safe, high-quality treatment plans for rheumatic diseases, demonstrating promise in clinical decision support. Future research should investigate detailed standardized prompts and the impact of LLM usage on clinical decisions. [ABSTRACT FROM AUTHOR]

Purpose of Review: This comprehensive review discusses the complex relationship between Alzheimer's disease (AD) and osteoporosis, two conditions that are prevalent in the aging population and result in adverse complications on quality of life. The purpose of this review is to succinctly elucidate the many commonalities between the two conditions, including shared pathways, inflammatory and oxidative mechanisms, and hormonal deficiencies. Recent Findings: AD and osteoporosis share many aspects of their respective disease-defining pathophysiology. These commonalities include amyloid beta deposition, the Wnt/β-catenin signaling pathway, and estrogen deficiency. The shared mechanisms and risk factors associated with AD and osteoporosis result in a large percentage of patients that develop both diseases. Previous literature has established that the progression of AD increases the risk of sustaining a fracture. Recent findings demonstrate that the reverse may also be true, suggesting that a fracture early in the life course can predispose one to developing AD due to the activation of these shared mechanisms. The discovery of these commonalities further guides the development of novel therapeutics in which both conditions are targeted. Summary: This detailed review delves into the commonalities between AD and osteoporosis to uncover the shared players that bring these two seemingly unrelated conditions together. The discussion throughout this review ultimately posits that the occurrence of fractures and the mechanism behind fracture healing can predispose one to developing AD later on in life, similar to how AD patients are at an increased risk of developing fractures. By focusing on the shared mechanisms between AD and osteoporosis, one can better understand the conditions individually and as a unit, thus informing therapeutic approaches and further research. This review article is part of a series of multiple manuscripts designed to determine the utility of using artificial intelligence for writing scientific reviews. [ABSTRACT FROM AUTHOR]

Background: Few studies have examined the performance of artificial intelligence (AI) content detection in scientific writing. This study evaluates the performance of publicly available AI content detectors when applied to both human-written and AI-generated scientific articles. Methods: Articles published in Annals of Surgical Oncology (ASO) during the year 2022, as well as AI-generated articles using OpenAI's ChatGPT, were analyzed by three AI content detectors to assess the probability of AI-generated content. Full manuscripts and their individual sections were evaluated. Group comparisons and trend analyses were conducted by using ANOVA and linear regression. Classification performance was determined using area under the curve (AUC). Results: A total of 449 original articles met inclusion criteria and were evaluated to determine the likelihood of being generated by AI. Each detector also evaluated 47 AI-generated articles by using titles from ASO articles. Human-written articles had an average probability of being AI-generated of 9.4% with significant differences between the detectors. Only two (0.4%) human-written manuscripts were detected as having a 0% probability of being AI-generated by all three detectors. Completely AI-generated articles were evaluated to have a higher average probability of being AI-generated (43.5%) with a range from 12.0 to 99.9%. Conclusions: This study demonstrates differences in the performance of various AI content detectors with the potential to label human-written articles as AI-generated. Any effort toward implementing AI detectors must include a strategy for continuous evaluation and validation as AI models and detectors rapidly evolve. [ABSTRACT FROM AUTHOR]

ChatGPT becomes a prominent tool for students' learning of science when students read its scientific texts. Students read to learn about climate change misinformation using ChatGPT, while they develop critical awareness of the content, linguistic features as well as nature of AI and science to comprehend these texts. In this exploratory study, we investigated students' reading performance in comprehending two ChatGPT-generated socio-scientific texts, with one focusing on cognitive-epistemic aspects of climate science and another one focusing on social-institutional aspects of climate science. We theorized such reading of ChatGPT-generated outputs as encompassing the content-interpretation, genre-reasoning and epistemic-evaluation domains. Combining Rasch partial-credit model and qualitative analysis, we explored and investigated how a total of 117 junior secondary students (grades 8 to 9) read such texts. Moreover, we also examined how 55 students' holistic reading of socio-scientific texts on climate change in a ChatGPT scenario changes after a reading-science intervention. Our findings indicate that the content-interpretation was the easiest while the epistemic-evaluation domains were the most difficult. Interestingly, after the reading-science intervention, many students developed their tentative view on nature of science when they evaluated ChatGPT's claims; while a small increase in number of students discussed reliability and non-epistemic nature of AI when they evaluated ChatGPT's claims in relation to climate change. The findings also drive a pedagogical model that improves students' holistic reading of socio-scientific texts generated by ChatGPT. [ABSTRACT FROM AUTHOR]

The fast evolution of artificial intelligence frameworks has resulted in the creation of increasingly sophisticated large language models (LLM), ChatGPT being the most famous one. This study paper dives into this LLM with a case study of ChatGPT's architecture and provides a thorough comparative analysis of its numerous versions, tracking its history from its conception to its most recent incarnations. This research intends to give a full knowledge of the model's history by investigating the underlying mechanisms and enhancements provided in each edition. The comparative analysis covers key aspects such as model size, training data, fine-tuning techniques, and performance metrics. Furthermore, this study evaluates the limits of ChatGPT in its many incarnations. These limitations include common sense reasoning difficulties, biased replies, verbosity, sensitivity to input wording, and others. Each constraint is investigated for potential remedies and workarounds. This research article also provides a complete analysis of the ChatGPT architecture and its progress through multiple iterations. It gives vital insights for academics, developers, and users wanting to harness the promise of ChatGPT while managing its restrictions by exploring both the model's strengths and limitations. The distinctiveness of this paper rests in its comprehensive assessment of ChatGPT's architectural development and its practical strategy for resolving the myriad difficulties in producing cohesive and contextually relevant replies. [ABSTRACT FROM AUTHOR]

Background: ChatGPT is a free artificial intelligence (AI) language model developed and released by OpenAI in late 2022. This study aimed to evaluate the performance of ChatGPT to accurately answer clinical questions (CQs) on the Guideline for the Management of Blepharoptosis published by the American Society of Plastic Surgeons (ASPS) in 2022. Methods: CQs in the guideline were used as question sources in both English and Japanese. For each question, ChatGPT provided answers for CQs, evidence quality, recommendation strength, reference match, and answered word counts. We compared the performance of ChatGPT in each component between English and Japanese queries. Results: A total of 11 questions were included in the final analysis, and ChatGPT answered 61.3% of these correctly. ChatGPT demonstrated a higher accuracy rate in English answers for CQs compared to Japanese answers for CQs (76.4% versus 46.4%; p = 0.004) and word counts (123 words versus 35.9 words; p = 0.004). No statistical differences were noted for evidence quality, recommendation strength, and reference match. A total of 697 references were proposed, but only 216 of them (31.0%) existed. Conclusions: ChatGPT demonstrates potential as an adjunctive tool in the management of blepharoptosis. However, it is crucial to recognize that the existing AI model has distinct limitations, and its primary role should be to complement the expertise of medical professionals. Level of Evidence V: Observational study under respected authorities. This journal requires that authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine ratings, please refer to the Table of Contents or the online Instructions to Authors www.springer.com/00266. [ABSTRACT FROM AUTHOR]

Background: Artificial intelligence (AI) has emerged as a powerful tool in various medical fields, including plastic surgery. This study aims to evaluate the performance of ChatGPT, an AI language model, in elucidating historical aspects of plastic surgery and identifying potential avenues for innovation. Methods: A comprehensive analysis of ChatGPT's responses to a diverse range of plastic surgery-related inquiries was performed. The quality of the AI-generated responses was assessed based on their relevance, accuracy, and novelty. Additionally, the study examined the AI's ability to recognize gaps in existing knowledge and propose innovative solutions. ChatGPT's responses were analysed by specialist plastic surgeons with extensive research experience, and quantitatively analysed with a Likert scale. Results: ChatGPT demonstrated a high degree of proficiency in addressing a wide array of plastic surgery-related topics. The AI-generated responses were found to be relevant and accurate in most cases. However, it demonstrated convergent thinking and failed to generate genuinely novel ideas to revolutionize plastic surgery. Instead, it suggested currently popular trends that demonstrate great potential for further advancements. Some of the references presented were also erroneous as they cannot be validated against the existing literature. Conclusion: Although ChatGPT requires major improvements, this study highlights its potential as an effective tool for uncovering novel aspects of plastic surgery and identifying areas for future innovation. By leveraging the capabilities of AI language models, plastic surgeons may drive advancements in the field. Further studies are needed to cautiously explore the integration of AI-driven insights into clinical practice and to evaluate their impact on patient outcomes. Level of Evidence V: This journal requires that authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine ratings, please refer to the Table of Contents or the online Instructions to Authors www.springer.com/00266 [ABSTRACT FROM AUTHOR]

Background: There is a dearth of artificial intelligence (AI) development and research dedicated to pediatric radiology. The newest iterations of large language models (LLMs) like ChatGPT can process image and video input in addition to text. They are thus theoretically capable of providing impressions of input radiological images. Objective: To assess the ability of multimodal LLMs to interpret pediatric radiological images. Materials and methods: Thirty medically significant cases were collected and submitted to GPT-4 (OpenAI, San Francisco, CA), Gemini 1.5 Pro (Google, Mountain View, CA), and Claude 3 Opus (Anthropic, San Francisco, CA) with a short history for a total of 90 images. AI responses were recorded and independently assessed for accuracy by a resident and attending physician. 95% confidence intervals were determined using the adjusted Wald method. Results: Overall, the models correctly diagnosed 27.8% (25/90) of images (95% CI=19.5–37.8%), were partially correct for 13.3% (12/90) of images (95% CI=2.7–26.4%), and were incorrect for 58.9% (53/90) of images (95% CI=48.6–68.5%). Conclusion: Multimodal LLMs are not yet capable of interpreting pediatric radiological images. [ABSTRACT FROM AUTHOR]

Chat Generative Pretrained Transformer (ChatGPT; OpenAI) is a state-of-the-art large language model that can simulate human-like conversations based on user input. We evaluated the performance of GPT-4 V in the Japanese National Clinical Engineer Licensing Examination using 2,155 questions from 2012 to 2023. The average correct answer rate for all questions was 86.0%. In particular, clinical medicine, basic medicine, medical materials, biological properties, and mechanical engineering achieved a correct response rate of ≥ 90%. Conversely, medical device safety management, electrical and electronic engineering, and extracorporeal circulation obtained low correct answer rates ranging from 64.8% to 76.5%. The correct answer rates for questions that included figures/tables, required numerical calculation, figure/table ∩ calculation, and knowledge of Japanese Industrial Standards were 55.2%, 85.8%, 64.2% and 31.0%, respectively. The reason for the low correct answer rates is that ChatGPT lacked recognition of the images and knowledge of standards and laws. This study concludes that careful attention is required when using ChatGPT because several of its explanations lack the correct description. [ABSTRACT FROM AUTHOR]

The value of generative AI tools in higher education has received considerable attention. Although there are many proponents of its value as a learning tool, many are concerned with the issues regarding academic integrity and its use by students to compose written assessments. This study evaluates and compares the output of three commonly used generative AI tools, ChatGPT, Bing and Bard. Each AI tool was prompted with an essay question from undergraduate (UG) level 4 (year 1), level 5 (year 2), level 6 (year 3) and postgraduate (PG) level 7 biomedical sciences courses. Anonymised AI generated output was then evaluated by four independent markers, according to specifed marking criteria and matched to the Frameworks for Higher Education Qualifcations (FHEQ) of UK level descriptors. Percentage scores and ordinal grades were given for each marking criteria across AI generated papers, inter-rater reliability was calculated using Kendall's coefcient of concordance and generative AI performance ranked. Across all UG and PG levels, ChatGPT performed better than Bing or Bard in areas of scientifc accuracy, scientifc detail and context. All AI tools performed consistently well at PG level compared to UG level, although only ChatGPT consistently met levels of high attainment at all UG levels. ChatGPT and Bing did not provide adequate references, while Bing falsifed references. In conclusion, generative AI tools are useful for providing scientifc information consistent with the academic standards required of students in written assignments. These fndings have broad implications for the design, implementation and grading of written assessments in higher education. [ABSTRACT FROM AUTHOR]

There is a strong demand for science, technology, engineering, and mathematics (STEM) education in Africa, which is crucial in driving the industrial revolution. Efforts to promote STEM education have led to innovations in the teaching–learning process where emerging technologies are injected into instructional processes. Artificial intelligence (AI) has been at the forefront of changing approaches to instructional activities in higher education. In African higher education, academics and undergraduates utilize AI tools for various purposes. After consulting various studies, a systematic literature review approach was used to examine the strategic goals of AI integration among STEM academics and undergraduates in African higher education. The systematic review was carried out using the PRISMA procedure. Our objective was to identify the existing gaps and challenges to provide research guidance to aspiring researchers seeking to contribute significantly to integrating AI into STEM education in African higher education. We searched for reports covering ten years (2015–2024) on the topic, but we could identify and analyze only 12 available studies that were published within three years (2022–2024). Based on our findings, AI tools are strategically utilized by STEM academics in African higher education to engage students in learning activities, administrative processes, information searches, content generation, paraphrasing academic content, grammar checks, teaching, and research. Similarly, STEM undergraduates utilize AI tools for information searching, self-learning, content generation, paraphrasing, grammar checking, and research. The most used AI tool by both STEM academics and undergraduates for various purposes is the ChatGPT. We hold an optimistic position that AI literacy advocacy and advancements in research on adopting AI tools for STEM education in African higher education will enhance the output of STEM education, contributing to the pursuit of sustainable development driven by African higher education. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has proven to be a valuable tool for education. It might perform different functions to facilitate teaching and learning experiences, with a learning companion being one of them. However, teachers often have little understanding of the pool of opportunities provided by AI-powered tools. Having a learning companion in a language classroom is crucial. However, getting involved in human–computer interaction requires understanding of the services that the machine can offer, whether it is a text written as a response to students' input, feedback provided to help students gauge their language level or translation prompt helping students understand the reading text. This research aims at displaying the range of AI services that are applicable in the foreign language classroom and grouping them according to their functionality. The authors selected 150 available in open access online instruments that apply AI and evaluated them against the criteria, which allowed them to organize these tools into categories according to their possible applications in the classroom. This might help teachers make informed decisions about the appropriate tool for certain teaching situations or recommend to their students a tool that could enhance the learning experience. [ABSTRACT FROM AUTHOR]

Sumplete is a logic puzzle generated by ChatGPT in March 2023. The puzzle consists of a rectangular grid, with each cell containing an integer. Each row and column also has an integer called target value assigned to it. The objective of this puzzle is to cross out some numbers in the grid such that the sum of uncrossed numbers in each row and column is equal to the corresponding target value. In this paper, we prove that Sumplete is NP-complete. We also propose a physical zero-knowledge proof protocol for the puzzle using physical cards. [ABSTRACT FROM AUTHOR]

Without writing a single line of code by a human, an example Monte Carlo simulation-based application for stochastic dependence modeling with copulas is developed through pair programming involving a human partner and a large language model (LLM) fine-tuned for conversations. This process encompasses interacting with ChatGPT using both natural language and mathematical formalism. Under the careful supervision of a human expert, this interaction facilitated the creation of functioning code in MATLAB, Python, and R. The code performs a variety of tasks including sampling from a given copula model, evaluating the model's density, conducting maximum likelihood estimation, optimizing for parallel computing on CPUs and GPUs, and visualizing the computed results. In contrast to other emerging studies that assess the accuracy of LLMs like ChatGPT on tasks from a selected area, this work rather investigates ways how to achieve a successful solution of a standard statistical task in a collaboration of a human expert and artificial intelligence (AI). Particularly, through careful prompt engineering, we separate successful solutions generated by ChatGPT from unsuccessful ones, resulting in a comprehensive list of related pros and cons. It is demonstrated that if the typical pitfalls are avoided, we can substantially benefit from collaborating with an AI partner. For example, we show that if ChatGPT is not able to provide a correct solution due to a lack of or incorrect knowledge, the human-expert can feed it with the correct knowledge, e.g., in the form of mathematical theorems and formulas, and make it to apply the gained knowledge in order to provide a correct solution. Such ability presents an attractive opportunity to achieve a programmed solution even for users with rather limited knowledge of programming techniques. [ABSTRACT FROM AUTHOR]

Purpose: This study evaluates the efficacy of two advanced Large Language Models (LLMs), OpenAI's ChatGPT 4 and Google's Gemini Advanced, in providing treatment recommendations for head and neck oncology cases. The aim is to assess their utility in supporting multidisciplinary oncological evaluations and decision-making processes. Methods: This comparative analysis examined the responses of ChatGPT 4 and Gemini Advanced to five hypothetical cases of head and neck cancer, each representing a different anatomical subsite. The responses were evaluated against the latest National Comprehensive Cancer Network (NCCN) guidelines by two blinded panels using the total disagreement score (TDS) and the artificial intelligence performance instrument (AIPI). Statistical assessments were performed using the Wilcoxon signed-rank test and the Friedman test. Results: Both LLMs produced relevant treatment recommendations with ChatGPT 4 generally outperforming Gemini Advanced regarding adherence to guidelines and comprehensive treatment planning. ChatGPT 4 showed higher AIPI scores (median 3 [2–4]) compared to Gemini Advanced (median 2 [2–3]), indicating better overall performance. Notably, inconsistencies were observed in the management of induction chemotherapy and surgical decisions, such as neck dissection. Conclusions: While both LLMs demonstrated the potential to aid in the multidisciplinary management of head and neck oncology, discrepancies in certain critical areas highlight the need for further refinement. The study supports the growing role of AI in enhancing clinical decision-making but also emphasizes the necessity for continuous updates and validation against current clinical standards to integrate AI into healthcare practices fully. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to define the capability of ChatGPT-4 and Google Gemini in analyzing detailed glaucoma case descriptions and suggesting an accurate surgical plan. Methods: Retrospective analysis of 60 medical records of surgical glaucoma was divided into "ordinary" (n = 40) and "challenging" (n = 20) scenarios. Case descriptions were entered into ChatGPT and Bard's interfaces with the question "What kind of surgery would you perform?" and repeated three times to analyze the answers' consistency. After collecting the answers, we assessed the level of agreement with the unified opinion of three glaucoma surgeons. Moreover, we graded the quality of the responses with scores from 1 (poor quality) to 5 (excellent quality), according to the Global Quality Score (GQS) and compared the results. Results: ChatGPT surgical choice was consistent with those of glaucoma specialists in 35/60 cases (58%), compared to 19/60 (32%) of Gemini (p = 0.0001). Gemini was not able to complete the task in 16 cases (27%). Trabeculectomy was the most frequent choice for both chatbots (53% and 50% for ChatGPT and Gemini, respectively). In "challenging" cases, ChatGPT agreed with specialists in 9/20 choices (45%), outperforming Google Gemini performances (4/20, 20%). Overall, GQS scores were 3.5 ± 1.2 and 2.1 ± 1.5 for ChatGPT and Gemini (p = 0.002). This difference was even more marked if focusing only on "challenging" cases (1.5 ± 1.4 vs. 3.0 ± 1.5, p = 0.001). Conclusion: ChatGPT-4 showed a good analysis performance for glaucoma surgical cases, either ordinary or challenging. On the other side, Google Gemini showed strong limitations in this setting, presenting high rates of unprecise or missed answers. [ABSTRACT FROM AUTHOR]

Research on language and cognition relies extensively on psycholinguistic datasets or "norms". These datasets contain judgments of lexical properties like concreteness and age of acquisition, and can be used to norm experimental stimuli, discover empirical relationships in the lexicon, and stress-test computational models. However, collecting human judgments at scale is both time-consuming and expensive. This issue of scale is compounded for multi-dimensional norms and those incorporating context. The current work asks whether large language models (LLMs) can be leveraged to augment the creation of large, psycholinguistic datasets in English. I use GPT-4 to collect multiple kinds of semantic judgments (e.g., word similarity, contextualized sensorimotor associations, iconicity) for English words and compare these judgments against the human "gold standard". For each dataset, I find that GPT-4's judgments are positively correlated with human judgments, in some cases rivaling or even exceeding the average inter-annotator agreement displayed by humans. I then identify several ways in which LLM-generated norms differ from human-generated norms systematically. I also perform several "substitution analyses", which demonstrate that replacing human-generated norms with LLM-generated norms in a statistical model does not change the sign of parameter estimates (though in select cases, there are significant changes to their magnitude). I conclude by discussing the considerations and limitations associated with LLM-generated norms in general, including concerns of data contamination, the choice of LLM, external validity, construct validity, and data quality. Additionally, all of GPT-4's judgments (over 30,000 in total) are made available online for further analysis. [ABSTRACT FROM AUTHOR]

Large language models (LLMs) offer transformative opportunities in bioinformatics education for medical students by creating interactive experiences. The integration of LLMs enhances educational outcomes through providing accessible code templates, clarifying the function of coding elements, and assisting in error troubleshooting. Here, we demonstrate the practical applications of LLMs with a case study on transcriptome sequencing data processing, a vital component of medical research. However, the reliability of the content that LLMs generate requires rigorous validation. Ensuring the accuracy and appropriateness of the LLM-generated information requires integrating innovative LLMs with traditional educational methods to prepare medical students effectively for future challenges in bioinformatics. [ABSTRACT FROM AUTHOR]

ChatGPT is another large language model (LLM) vastly available for the consumers on their devices but due to its performance and ability to converse effectively, it has gained a huge popularity amongst research as well as industrial community. Recently, many studies have been published to show the effectiveness, efficiency, integration, and sentiments of chatGPT and other LLMs. In contrast, this study focuses on the important aspects that are mostly overlooked, i.e. sustainability, privacy, digital divide, and ethics and suggests that not only chatGPT but every subsequent entry in the category of conversational bots should undergo Sustainability, PrivAcy, Digital divide, and Ethics (SPADE) evaluation. This paper discusses in detail the issues and concerns raised over chatGPT in line with aforementioned characteristics. We also discuss the recent EU AI Act briefly in accordance with the SPADE evaluation. We support our hypothesis by some preliminary data collection and visualizations along with hypothesized facts. We also suggest mitigations and recommendations for each of the concerns. Furthermore, we also suggest some policies and recommendations for EU AI policy act concerning ethics, digital divide, and sustainability. [ABSTRACT FROM AUTHOR]

The significant advancements in the capabilities, reasoning, and efficiency of artificial intelligence (AI)-based tools and systems are evident. Some noteworthy examples of such tools include generative AI-based large language models (LLMs) such as generative pretrained transformer 3.5 (GPT 3.5), generative pretrained transformer 4 (GPT-4), and Bard. LLMs are versatile and effective for various tasks such as composing poetry, writing codes, generating essays, and solving puzzles. Thus far, LLMs can only effectively process text-based input. However, recent advancements have enabled them to handle multimodal inputs, such as text, images, and audio, making them highly general-purpose tools. LLMs have achieved decent performance in pattern recognition tasks (such as classification), therefore, there is a curiosity about whether general-purpose LLMs can perform comparable or even superior to specialized deep learning models (DLMs) trained specifically for a given task. In this study, we compared the performances of fine-tuned DLMs with those of general-purpose LLMs for image-based emotion recognition. We trained DLMs, namely, a convolutional neural network (CNN) (two CNN models were used: C N N 1 and C N N 2 ), ResNet50, and VGG-16 models, using an image dataset for emotion recognition, and then tested their performance on another dataset. Subsequently, we subjected the same testing dataset to two vision-enabled LLMs (LLaVa and GPT-4). The C N N 2 was found to be the superior model with an accuracy of 62% while VGG16 produced the lowest accuracy with 31%. In the category of LLMs, GPT-4 performed the best, with an accuracy of 55.81%. LLava LLM had a higher accuracy than C N N 1 and VGG16 models. The other performance metrics such as precision, recall, and F1-score followed similar trends. However, GPT-4 performed the best with small datasets. The poor results observed in LLMs can be attributed to their general-purpose nature, which, despite extensive pretraining, may not fully capture the features required for specific tasks like emotion recognition in images as effectively as models fine-tuned for those tasks. The LLMs did not surpass specialized models but achieved comparable performance, making them a viable option for specific tasks without additional training. In addition, LLMs can be considered a good alternative when the available dataset is small. [ABSTRACT FROM AUTHOR]

The field of cognitive computing, conversational AI has witnessed remarkable progress, largely driven by the development of the Generative Pre-trained Transformer (GPT) series, notably ChatGPT. These transformer-based models have revolutionized natural language understanding by effectively capturing context and long-range dependencies. In light of this, this paper conducts a comprehensive exploration of ChatGPT, encompassing its architectural design, training methodology, real-world applications, and future potential within the conversational AI landscape. The paper studies the ChatGPT ability for advanced control and responsiveness, exhibiting a superior capacity for comprehending language and generating precise, informative responses. The comprehensive survey depicts ChatGPT excels in sustaining context and engaging in multi-turn dialogues, thereby fostering more interactive and meaningful conversations. Furthermore, its adaptability for integration into various systems and scalability has broadened its applicability across diverse domains, including customer service, education, content generation, healthcare, gaming, research, and exploration. Additionally, the paper presents alternative conversational AI models, such as Amazon Codewhisperer, Google Bard (LaMDA), Microsoft Bing AI, DeepMind Sparrow, and Character AI, providing a comparative analysis that underscores ChatGPT's advantages in terms of inference capabilities and future promise. Recognizing the evolution and profound impact of ChatGPT holds paramount significance for researchers and developers at the forefront of AI innovation. In a rapidly evolving conversational AI landscape, ChatGPT emerges as a pivotal player, capable of reshaping the way we interact with AI systems across a wide array of applications. [ABSTRACT FROM AUTHOR]

This paper analyses the phenomenology and epistemology of chatbots such as ChatGPT and Bard. The computational architecture underpinning these chatbots are large language models (LLMs), which are generative artificial intelligence (AI) systems trained on a massive dataset of text extracted from the Web. We conceptualise these LLMs as multifunctional computational cognitive artifacts, used for various cognitive tasks such as translating, summarizing, answering questions, information-seeking, and much more. Phenomenologically, LLMs can be experienced as a "quasi-other"; when that happens, users anthropomorphise them. For most users, current LLMs are black boxes, i.e., for the most part, they lack data transparency and algorithmic transparency. They can, however, be phenomenologically and informationally transparent, in which case there is an interactional flow. Anthropomorphising and interactional flow can, in some users, create an attitude of (unwarranted) trust towards the output LLMs generate. We conclude this paper by drawing on the epistemology of trust and testimony to examine the epistemic implications of these dimensions. Whilst LLMs generally generate accurate responses, we observe two epistemic pitfalls. Ideally, users should be able to match the level of trust that they place in LLMs to the degree that LLMs are trustworthy. However, both their data and algorithmic opacity and their phenomenological and informational transparency can make it difficult for users to calibrate their trust correctly. The effects of these limitations are twofold: users may adopt unwarranted attitudes of trust towards the outputs of LLMs (which is particularly problematic when LLMs hallucinate), and the trustworthiness of LLMs may be undermined. [ABSTRACT FROM AUTHOR]

ChatGPT frequently appears in the media, with many predicting significant disruptions, especially in the fields of accounting and auditing. Yet research has demonstrated relatively poor performance of ChatGPT on student assessment questions. We extend this research to examine whether more recent ChatGPT models and capabilities can pass major accounting certification exams including the Certified Public Accountant (CPA), Certified Management Accountant (CMA), Certified Internal Auditor (CIA), and Enrolled Agent (EA) certification exams. We find that the ChatGPT 3.5 model cannot pass any exam (average score across all assessments of 53.1%). However, with additional enhancements, ChatGPT can pass all sections of each tested exam: moving to the ChatGPT 4 model improved scores by an average of 16.5%, providing 10-shot training improved scores an additional 6.6%, and allowing the model to use reasoning and acting (e.g., allow ChatGPT to use a calculator and other resources) improved scores an additional 8.9%. After all these improvements, ChatGPT passed all exams with an average score of 85.1%. This high performance indicates that ChatGPT has sufficient capabilities to disrupt the accounting and auditing industries, which we discuss in detail. This research provides practical insights for accounting professionals, investors, and stakeholders on how to adapt and mitigate the potential harms of this technology in accounting and auditing firms. [ABSTRACT FROM AUTHOR]

Background: Chat generative pre-trained transformer (ChatGPT) is a publicly available extensive artificial intelligence (AI) language model that leverages deep learning to generate text that mimics human conversations. In this study, the performance of ChatGPT was assessed by offering insightful and precise answers to a series of fictional questions and emulating a preliminary consultation on blepharoplasty. Methods: ChatGPT was posed with questions derived from a blepharoplasty checklist provided by the American Society of Plastic Surgeons. Board-certified plastic surgeons and non-medical staff members evaluated the responses for accuracy, informativeness, and accessibility. Results: Nine questions were used in this study. Regarding informativeness, the average score given by board-certified plastic surgeons was significantly lower than that given by non-medical staff members (2.89 ± 0.72 vs 4.41 ± 0.71; p = 0.042). No statistically significant differences were observed in accuracy (p = 0.56) or accessibility (p = 0.11). Conclusions: Our results emphasize the effectiveness of ChatGPT in simulating doctor–patient conversations during blepharoplasty. Non-medical individuals found its responses more informative compared with the surgeons. Although limited in terms of specialized guidance, ChatGPT offers foundational surgical information. Further exploration is warranted to elucidate the broader role of AI in esthetic surgical consultations. Level of Evidence V: Observational study under respected authorities. This journal requires that authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine ratings, please refer to the Table of Contents or the online Instructions to Authors www.springer.com/00266. [ABSTRACT FROM AUTHOR]

The proliferation of artificial intelligence (AI) technology has brought both innovative opportunities and unprecedented challenges to the education sector. Although AI makes education more accessible and efficient, the intentional misuse of AI chatbots in facilitating academic cheating has become a growing concern. By using the indirect questioning technique via a list experiment to minimize social desirability bias, this research contributes to the ongoing dialog on academic integrity in the era of AI. Our findings reveal that students conceal AI-powered academic cheating behaviors when directly questioned, as the prevalence of cheaters observed via list experiments is almost threefold the prevalence of cheaters observed via the basic direct questioning approach. Interestingly, our subsample analysis shows that AI-powered academic cheating behaviors differ significantly across genders and grades, as higher-grade female students are more likely to cheat than newly enrolled female students. Conversely, male students consistently engage in academic cheating throughout all grades. Furthermore, we discuss potential reasons for the heterogeneous effects in academic cheating behavior among students such as gender disparity, academic-related pressure, and peer effects. Implications are also suggested for educational institutions to promote innovative approaches that harness the benefits of AI technologies while safeguarding academic integrity. [ABSTRACT FROM AUTHOR]

There has been widespread media commentary about the potential impact of generative Artificial Intelligence (AI) such as ChatGPT on the Education field, but little examination at scale of how educators believe teaching and assessment should change as a result of generative AI. This mixed methods study examines the views of educators (n = 318) from a diverse range of teaching levels, experience levels, discipline areas, and regions about the impact of AI on teaching and assessment, the ways that they believe teaching and assessment should change, and the key motivations for changing their practices. The majority of teachers felt that generative AI would have a major or profound impact on teaching and assessment, though a sizeable minority felt it would have a little or no impact. Teaching level, experience, discipline area, region, and gender all significantly influenced perceived impact of generative AI on teaching and assessment. Higher levels of awareness of generative AI predicted higher perceived impact, pointing to the possibility of an 'ignorance effect'. Thematic analysis revealed the specific curriculum, pedagogy, and assessment changes that teachers feel are needed as a result of generative AI, which centre around learning with AI, higher-order thinking, ethical values, a focus on learning processes and face-to-face relational learning. Teachers were most motivated to change their teaching and assessment practices to increase the performance expectancy of their students and themselves. We conclude by discussing the implications of these findings in a world with increasingly prevalent AI. [ABSTRACT FROM AUTHOR]

The rise of Large Language Models (LLMs) like ChatGPT marks a pivotal advancement in artificial intelligence, reshaping the landscape of data analysis and processing. By simulating public opinion, ChatGPT shows promise in facilitating public policy development. However, challenges persist regarding its worldwide applicability and bias across demographics and themes. Our research employs socio-demographic data from the World Values Survey to evaluate ChatGPT's performance in diverse contexts. Findings indicate significant performance disparities, especially when comparing countries. Models perform better in Western, English-speaking, and developed nations, notably the United States, in comparison to others. Disparities also manifest across demographic groups, showing biases related to gender, ethnicity, age, education, and social class. The study further uncovers thematic biases in political and environmental simulations. These results highlight the need to enhance LLMs' representativeness and address biases, ensuring their equitable and effective integration into public opinion research alongside conventional methodologies. [ABSTRACT FROM AUTHOR]

Automated written corrective feedback (AWCF) has been widely applied in second language (L2) writing classrooms in the past few decades. Recently, the introduction of tools based on generative artificial intelligence (GAI) such as ChatGPT heralds groundbreaking changes in the conceptualization and practice of AWCF in L2 pedagogy. However, students' engagement in such an interactive and intelligent learning environment remains unstudied. The present study aims to investigate L2 writers' behavioral, cognitive, and affective engagement with ChatGPT as an AWCF provider for writing products. This mixed-method multiple case study explored four L2 writers' behavioral, cognitive, and affective engagement with AWCF provided by ChatGPT. Bearing the conversational and generative mechanisms of ChatGPT in mind, data on students' engagement were collected from various sources: prompt writing techniques, revision operations, utilization of metacognitive and cognitive strategies, and attitudinal responses to the feedback. The results indicated that: 1) behavioral engagement was related to their individual differences in language proficiencies and technological competencies; 2) the participants have failed to metacognitively regulate the learning processes in an effective manner; and 3) ChatGPT ushered in an affectively engaging, albeit competence-demanding and time-consuming, learning environment for L2 writers. The study delivers conceptual and pedagogical implications for educators and researchers poised to incorporate GAI-based technologies in language education. [ABSTRACT FROM AUTHOR]

The emergence of chatbots and language models, such as ChatGPT has the potential to aid university students' learning experiences. However, despite its potential, ChatGPT is relatively new. There are limited studies that have investigated its usage readiness, and perceived usefulness among students for academic purposes. This study investigated university students' academic help-seeking behaviour, with a particular focus on their readiness, and perceived usefulness in using ChatGPT for academic purposes. The study employed a sequential explanatory mixed-method research design. Data were gathered from a total of 373 students from a public university in Malaysia. SPSS software version 27 was used to determine the reliability of the research instrument, and descriptive statistics was used to assess the students' readiness, and perceived usefulness of ChatGPT for academic purposes. Responses in the open-ended questions were analysed using a four-step approach with ATLAS.ti 22. Research data from both the quantitative and qualitative methods were integrated. Findings indicated that students have the proficiency, willingness, and the requisite technological infrastructure to use ChatGPT, with a large majority attesting to its ability to augment their learning experience. The findings also showed students' positive perception of ChatGPT's usefulness in facilitating task and assignment completions, and its resourcefulness in locating learning materials. The results of this study provide practical implications for university policies, and instructor adoption practices on the utilisation of ChatGPT, and other AI technologies, in academic settings. [ABSTRACT FROM AUTHOR]

Despite the growing popularity of ChatGPT and chatbot-assisted writing, research on the use of ChatGPT in second language (L2) writing classrooms remains insufficient. Using reflection papers and focus group interviews, the qualitative study examined doctoral students' views on the impact of using ChatGPT on L2 writing and their expected responses. Thematic analysis revealed that ChatGPT could support writers at the pre-writing, during-writing and post-writing stages and serve as a self-learning tool for writing and thinking development with its human and non-human features. Nonetheless, its generative nature also gave rise to concerns for learning loss, authorial voice, unintelligent texts, academic integrity as well as social and safety risks. Based on the benefits and drawbacks, the doctoral students expected the education sector to make concerted efforts for the effective, ethical and responsible use of ChatGPT in L2 writing. Suggestions are accordingly provided for future considerations in teaching and research to leverage ChatGPT for L2 writing. [ABSTRACT FROM AUTHOR]

Increased patient access to electronic medical records and resources has resulted in higher volumes of health-related questions posed to clinical staff, while physicians' rising clinical workloads have resulted in less time for comprehensive, thoughtful responses to patient questions. Artificial intelligence chatbots powered by large language models (LLMs) such as ChatGPT could help anesthesiologists efficiently respond to electronic patient inquiries, but their ability to do so is unclear. A cross-sectional exploratory survey-based study comprised of 100 anesthesia-related patient question/response sets based on two fictitious simple clinical scenarios was performed. Each question was answered by an independent board-certified anesthesiologist and ChatGPT (GPT-3.5 model, August 3, 2023 version). The responses were randomized and evaluated via survey by three blinded board-certified anesthesiologists for various quality and empathy measures. On a 5-point Likert scale, ChatGPT received similar overall quality ratings (4.2 vs. 4.1, p =.81) and significantly higher overall empathy ratings (3.7 vs. 3.4, p <.01) compared to the anesthesiologist. ChatGPT underperformed the anesthesiologist regarding rate of responses in agreement with scientific consensus (96.6% vs. 99.3%, p =.02) and possibility of harm (4.7% vs. 1.7%, p =.04), but performed similarly in other measures (percentage of responses with inappropriate/incorrect information (5.7% vs. 2.7%, p =.07) and missing information (10.0% vs. 7.0%, p =.19)). In conclusion, LLMs show great potential in healthcare, but additional improvement is needed to decrease the risk of patient harm and reduce the need for close physician oversight. Further research with more complex clinical scenarios, clinicians, and live patients is necessary to validate their role in healthcare. [ABSTRACT FROM AUTHOR]

The ChatGPT (Chat Generative Pre-Trained Transformer) has been rapidly developing with a growing number of users. The potential for problematic use/dependence caused by the use of ChatGPT urgently needs to be explored. This study recruited a sample of 1040 Taiwanese adults to develop the Problematic ChatGPT use Scale (PCUS) and investigate the relationships between ChatGPT problematic use and related factors such as age, gender, demographic categories, usage time, user satisfaction rating, and depression. The results of exploratory and confirmatory factor analysis verified that the PCUS had good factorial/construct validity. Additionally, the PCUS showed high internal consistency and test-retest reliability. Among the factors related to the PCUS scores, usage time and depression showed a positive correlation with PCUS scores. Furthermore, male PCUS scores were significantly higher than female PCUS scores. The PCUS scores showed no significant relationship with age, demographic categories (undergraduate students, graduate students, and working professionals), and various satisfaction evaluations. Limitations and recommendations for future research were also discussed. [ABSTRACT FROM AUTHOR]

Online education, while not a new phenomenon, underwent a monumental shift during the COVID-19 pandemic, pushing educators and students alike into the uncharted waters of full-time digital learning. With this shift came renewed concerns about the integrity of online assessments. Amidst a landscape rapidly being reshaped by online exam/homework assistance platforms, which witnessed soaring stocks as students availed its questionable exam assistance, and the emergence of sophisticated artificial intelligence tools like ChatGPT, the traditional methods of assessment faced unprecedented challenges. This paper presents the results of an observational study, using data from an introductory statistics course taught every semester by the author, and delves into the proliferation of cheating methods. Analyzing exam score results from the pre and post introduction of ChatGPT periods, the research unpacks the extent of cheating and provides strategies to counteract this trend. The findings starkly illustrate significant increases in exam scores from when exams of similar difficulty were administered in person (pre-Covid) versus online. The format, difficulty, and grading of the exams was the same throughout. Although randomized controlled experiments are generally more effective than observational studies, we will indicate when we present the data why experiments would not be feasible for this research. In addition to presenting experimental findings, the paper offers some insights, based on the author's extensive experience, to guide educators in crafting more secure online assessments in this new era, both for courses at the introductory level and more advances courses The results and findings are relevant to introductory courses that can use multiple choice exams in any subject but the recommendations for upper-level courses will be relevant primarily to STEM subjects. The research underscores the pressing need for reinventing assessment techniques to uphold the sanctity of online education. [ABSTRACT FROM AUTHOR]

Background: Artificial intelligence, through improved data management and automated summarisation, has the potential to enhance intensive care unit (ICU) care. Large language models (LLMs) can interrogate and summarise large volumes of medical notes to create succinct discharge summaries. In this study, we aim to investigate the potential of LLMs to accurately and concisely synthesise ICU discharge summaries. Methods: Anonymised clinical notes from ICU admissions were used to train and validate a prompting structure in three separate LLMs (ChatGPT, GPT-4 API and Llama 2) to generate concise clinical summaries. Summaries were adjudicated by staff intensivists on ability to identify and appropriately order a pre-defined list of important clinical events as well as readability, organisation, succinctness, and overall rank. Results: In the development phase, text from five ICU episodes was used to develop a series of prompts to best capture clinical summaries. In the testing phase, a summary produced by each LLM from an additional six ICU episodes was utilised for evaluation. Overall ability to identify a pre-defined list of important clinical events in the summary was 41.5 ± 15.2% for GPT-4 API, 19.2 ± 20.9% for ChatGPT and 16.5 ± 14.1% for Llama2 (p = 0.002). GPT-4 API followed by ChatGPT had the highest score to appropriately order a pre-defined list of important clinical events in the summary as well as readability, organisation, succinctness, and overall rank, whilst Llama2 scored lowest for all. GPT-4 API produced minor hallucinations, which were not present in the other models. Conclusion: Differences exist in large language model performance in readability, organisation, succinctness, and sequencing of clinical events compared to others. All encountered issues with narrative coherence and omitted key clinical data and only moderately captured all clinically meaningful data in the correct order. However, these technologies suggest future potential for creating succinct discharge summaries. [ABSTRACT FROM AUTHOR]

Entity Resolution (ER) is the problem of semi-automatically determining when two entities refer to the same underlying entity, with applications ranging from healthcare to e-commerce. Traditional ER solutions required considerable manual expertise, including domain-specific feature engineering, as well as identification and curation of training data. Recently released large language models (LLMs) provide an opportunity to make ER more seamless and domain-independent. Because of LLMs' pre-trained knowledge, the matching step in ER can be made easier by just prompting. However, it is also well known that LLMs can pose risks, that the quality of their outputs can depend on how prompts are engineered, and that the cost of using LLMs can be significant. Unfortunately, a systematic experimental study on the effects of different prompting methods and their respective cost for solving domain-specific entity matching using LLMs, like ChatGPT, has been lacking thus far. This paper aims to address this gap by conducting such a study. We consider some relatively simple and cost-efficient ER prompt engineering methods and apply them to perform product matching on two real-world datasets widely used in the community. We select two well-known e-commerce datasets and provide extensive experimental results to show that an LLM like GPT3.5 is viable for high-performing product matching and, interestingly, that more complicated and detailed (and hence, expensive) prompting methods do not necessarily outperform simpler approaches. We provide brief discussions on qualitative and error analysis, including a study of the inter-consistency of different prompting methods to determine whether they yield stable outputs. Finally, we consider some limitations of LLMs when used as a product matcher in potential real-world e-commerce applications. [ABSTRACT FROM AUTHOR]

Large language models (LLMs) like ChatGPT have potential applications in medical education such as helping students study for their licensing exams by discussing unclear questions with them. However, they require evaluation on these complex tasks. The purpose of this study was to evaluate how well publicly accessible LLMs performed on simulated UK medical board exam questions. 423 board-style questions from 9 UK exams (MRCS, MRCP, etc.) were answered by seven LLMs (ChatGPT-3.5, ChatGPT-4, Bard, Perplexity, Claude, Bing, Claude Instant). There were 406 multiple-choice, 13 true/false, and 4 "choose N" questions covering topics in surgery, pediatrics, and other disciplines. The accuracy of the output was graded. Statistics were used to analyze differences among LLMs. Leaked questions were excluded from the primary analysis. ChatGPT 4.0 scored (78.2%), Bing (67.2%), Claude (64.4%), and Claude Instant (62.9%). Perplexity scored the lowest (56.1%). Scores differed significantly between LLMs overall (p < 0.001) and in pairwise comparisons. All LLMs scored higher on multiple-choice vs true/false or "choose N" questions. LLMs demonstrated limitations in answering certain questions, indicating refinements needed before primary reliance in medical education. However, their expanding capabilities suggest a potential to improve training if thoughtfully implemented. Further research should explore specialty specific LLMs and optimal integration into medical curricula. [ABSTRACT FROM AUTHOR]

ChatGPT, an extensively recognised language model created by OpenAI, has gained significant prominence across various industries, particularly in education. This study aimed to investigate the factors that influence students' intentions to adopt and utilise ChatGPT for their academic studies. The study used a Structural Equation Model (SEM) for analysing the data gathered from 108 participants, comprising both undergraduate and postgraduate students enrolled in public and private universities in Vietnam. The findings indicated that students' inclination to adopt ChatGPT (referred to as adoption intention or AI) was influenced by their perception of its user-friendliness (PEU). However, the perceived usefulness (PU) of ChatGPT did not have a direct impact on students' adoption intention; instead, it had an indirect influence through personalisation (with a positive effect) and interactivity (with a negative effect). Importantly, there was no significant indirect effect of PU on AI mediated by perceived trust and perceived intelligence. This study is one of the initial empirical inquiries into ChatGPT adoption within an Asian context, providing valuable insights in this emerging area of research. As the use of ChatGPT by students becomes increasingly inevitable, educational institutions should carefully consider integrating it into the assessment process. It is crucial to design assessments that encourage responsible usage of ChatGPT, preserving students' critical thinking abilities and creativity in their assessment writing. Moving forward, educators will play a pivotal role by offering clear guidelines and instructions that set out the appropriate and ethical use of artificial intelligence tools in the assessments. [ABSTRACT FROM AUTHOR]

Machine learning influences numerous aspects of modern society, empowers new technologies, from Alphago to ChatGPT, and increasingly materializes in consumer products such as smartphones and self-driving cars. Despite the vital role and broad applications of artificial neural networks, we lack systematic approaches, such as network science, to understand their underlying mechanism. The difficulty is rooted in many possible model configurations, each with different hyper-parameters and weighted architectures determined by noisy data. We bridge the gap by developing a mathematical framework that maps the neural network's performance to the network characters of the line graph governed by the edge dynamics of stochastic gradient descent differential equations. This framework enables us to derive a neural capacitance metric to universally capture a model's generalization capability on a downstream task and predict model performance using only early training results. The numerical results on 17 pre-trained ImageNet models across five benchmark datasets and one NAS benchmark indicate that our neural capacitance metric is a powerful indicator for model selection based only on early training results and is more efficient than state-of-the-art methods. Understanding of artificial neural networks function, and their ability to effectively solve specific tasks, still require more rigorous analytical background. Using network science and dynamical systems tools, the authors develop a framework for predicting the performance of artificial neural networks [ABSTRACT FROM AUTHOR]

The emergence of ChatGPT has significantly impacted the field of education. While much of the existing research has predominantly examined the theoretical implications of ChatGPT, there is a notable absence of empirical studies substantiating these claims. As pivotal stakeholders in education and primary users of ChatGPT, exploring the willingness and influencing factors of higher education students to use ChatGPT can offer valuable insights into the real-world needs of student users. This, in turn, can serve as a foundation for empowering education with intelligent technologies in the future. This study focuses specifically on the demographic of students in Chinese higher education who have utilized ChatGPT. Using semi-structured interviews and grounded theory methodology, we aim to comprehensively understand the extent to which students embrace new technologies. Our objective is to elucidate the behavioral inclinations and influencing factors of student users. The findings of this study will contribute practical insights for refining policy frameworks, expanding the dissemination of quality resources, optimizing and upgrading products for an enhanced user experience, and fostering higher-order thinking skills to adeptly navigate evolving technological landscapes. In conclusion, this research endeavors to bridge the gap between theoretical discussions and practical applications. [ABSTRACT FROM AUTHOR]

Large language models (LLMs), such as ChatGPT, have demonstrated impressive capabilities in various tasks and attracted increasing interest as a natural language interface across many domains. Recently, large vision-language models (VLMs) that learn rich vision–language correlation from image–text pairs, like BLIP-2 and GPT-4, have been intensively investigated. However, despite these developments, the application of LLMs and VLMs in image quality assessment (IQA), particularly in medical imaging, remains unexplored. This is valuable for objective performance evaluation and potential supplement or even replacement of radiologists' opinions. To this end, this study introduces IQAGPT, an innovative computed tomography (CT) IQA system that integrates image-quality captioning VLM with ChatGPT to generate quality scores and textual reports. First, a CT-IQA dataset comprising 1,000 CT slices with diverse quality levels is professionally annotated and compiled for training and evaluation. To better leverage the capabilities of LLMs, the annotated quality scores are converted into semantically rich text descriptions using a prompt template. Second, the image-quality captioning VLM is fine-tuned on the CT-IQA dataset to generate quality descriptions. The captioning model fuses image and text features through cross-modal attention. Third, based on the quality descriptions, users verbally request ChatGPT to rate image-quality scores or produce radiological quality reports. Results demonstrate the feasibility of assessing image quality using LLMs. The proposed IQAGPT outperformed GPT-4 and CLIP-IQA, as well as multitask classification and regression models that solely rely on images. [ABSTRACT FROM AUTHOR]

Generative Artificial Intelligence (GAI) holds promise for enhancing the educational experience by providing personalized feedback and interactive simulations. While its integration into classrooms would improve education, concerns about how students may use AI in the class has prompted research on the perceptions related to the intention to implement GAI, such as perceived benefits, limitations and associated risks in teaching and learning practices. This study examines the perceptions of GAI among 366 students in the United Arab Emirates based on survey results. To do that, initially factor analysis was utilized to identify the relevant scales, followed by comparing the mean values for each scale based on the extent of agreement with the statement regarding students' willingness to use ChatGPT. The study revealed a high awareness among respondents regarding the benefits, limitations, and risks of using ChatGPT. The research confirms that awareness of potential benefits is related to the intention to use ChatGPT in the future. Contrary to expectations, a positive relationship was found between awareness of limitations and the intention to use ChatGPT, challenging traditional views that limitations act as barriers. Similarly, awareness of risks is positively related to the willingness to use ChatGPT, suggesting a nuanced relationship between risk perception and technology adoption in education.The current study provides new insights into the importance of informing individuals about the limitations and risks of ChatGPT, in addition to its benefits, as these factors are closely related to making a positive decision regarding its further usage. [ABSTRACT FROM AUTHOR]

With ever-growing internet users, Twitter has evolved as one of the most popular social media platforms for voicing opinions. Emotion analysis in tweets is helpful in many applications. ChatGPT, the recent AI buzz, received significant attention for its extraordinary abilities. The effectiveness of ChatGPT has not yet been evaluated for emotion analysis in tweets. This paper investigates how effective ChatGPT is for tweet emotion analysis. Experimental results show that directly applying ChatGPT in zero or few-shot settings does not yield good results. ChatGPT is more effective for data augmentation, and fine-tuning smaller pre-trained models on the augmented dataset achieves new state-of-the-art results on the TweetEval emotion analysis dataset. It is the first work to show that ChatGPT augmented tweets can help smaller pre-trained models achieve the best results for tweet emotion analysis. [ABSTRACT FROM AUTHOR]

Generative AI such as ChatGPT provides an instant and individualized learning environment, and may have the potential to motivate student self-regulated learning (SRL), more effectively than other non-AI technologies. However, the impact of ChatGPT on student motivation, SRL, and needs satisfaction is unclear. Motivation and the SRL process can be explained using self-determination theory (SDT) and the three phases of forethought, performance, and self-reflection, respectively. Accordingly, a Delphi design was employed in this study to determine how ChatGPT-based learning activities satisfy students' each SDT need, and foster each SRL phase from a teacher perspective. We involved 36 SDT school teachers with extensive expertise in technology enhanced learning to develop a classification tool for learning activities that affect student needs satisfaction and SRL phases using ChatGPT. We collaborated with the teachers in three rounds to investigate and identify the activities, and we revised labels, descriptions, and explanations. The major finding is that a classification tool for 20 learning activities using ChatGPT was developed. The tool suggests how ChatGPT better satisfy SDT-based needs, and fosters the three SRL phrases. This classification tool can assist researchers in replicating, implementing, and integrating successful ChatGPT in education research and development projects. The tool can inspire teachers to modify the activities using generative AI for their own teaching, and inform policymakers on how to develop guidelines for AI in education. [ABSTRACT FROM AUTHOR]

Purpose: This study analyses the performance and proficiency of the three Artificial Intelligence (AI) generative chatbots (ChatGPT-3.5, ChatGPT-4.0, Bard Google AI®) and in answering the Multiple Choice Questions (MCQs) of postgraduate (PG) level orthopaedic qualifying examinations. Methods: A series of 120 mock Single Best Answer' (SBA) MCQs with four possible options named A, B, C and D as answers on various musculoskeletal (MSK) conditions covering Trauma and Orthopaedic curricula were compiled. A standardised text prompt was used to generate and feed ChatGPT (both 3.5 and 4.0 versions) and Google Bard programs, which were then statistically analysed. Results: Significant differences were found between responses from Chat GPT 3.5 with Chat GPT 4.0 (Chi square = 27.2, P < 0.001) and on comparing both Chat GPT 3.5 (Chi square = 63.852, P < 0.001) with Chat GPT 4.0 (Chi square = 44.246, P < 0.001) with. Bard Google AI® had 100% efficiency and was significantly more efficient than both Chat GPT 3.5 with Chat GPT 4.0 (p < 0.0001). Conclusion: The results demonstrate the variable potential of the different AI generative chatbots (Chat GPT 3.5, Chat GPT 4.0 and Bard Google) in their ability to answer the MCQ of PG-level orthopaedic qualifying examinations. Bard Google AI® has shown superior performance than both ChatGPT versions, underlining the potential of such large language processing models in processing and applying orthopaedic subspecialty knowledge at a PG level. [ABSTRACT FROM AUTHOR]

ChatGPT has brought about a new era of digital health, as this model has become prominent and been rapidly developing since its release. ChatGPT may be able to facilitate improvements in surgery as well; however, the influence of ChatGPT on surgery is largely unknown at present. Therefore, the present study reports on the current applications of ChatGPT in the field of surgery, evaluating its workflow, practical implementations, limitations, and future perspectives. A literature search was performed using the PubMed and Embase databases. The initial search was performed from its inception until July 2023. This study revealed that ChatGPT has promising capabilities in areas of surgical research, education, training, and practice. In daily practice, surgeons and surgical residents can be aided in performing logistics and administrative tasks, and patients can be more efficiently informed about the details of their condition. However, priority should be given to establishing proper policies and protocols to ensure the safe and reliable use of this model. [ABSTRACT FROM AUTHOR]