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With the advent of natural language processing models, the way we usually refer to human language, of Large Language Models (LLM) type, such as Bidirectional Encoder Representations from Transformers (BERT), Language Model for Dialogue Applications (LaMDA), Large Language Model Meta Artificial Intelligence (LLaMA), or the so called Generative Pre-trained Transformers (GPT), users and the general public are beginning to generate any number of speculations and expectations about how far thy can go, and are also starting to explore new ways of use, some realistic, others creative, and others verging on fantasy. Computational Thinking is no exception to this trend. This is why it is of utmost importance to try to elaborate a clear vision about this innovative technology, seeking to avoid the creation and propagation of myths, which only make the perception and understanding that we have, and to try to find the right balance in terms of the reaches that can have this type of technological trends, and the ways of use that can be given to them, with special emphasis on Computational Thinking. In this paper we present a brief analysis of what Generative Pre-trained Transformer is, as well as some reflections and ideas about the ways in which Large Language Models can influence Computational Thinking, and their possible consequences. In particular, in this paper, we analyze the well-known ChatGPT, presenting an evaluation of the generated text outputs, and its credibility for its use in tasks of common use for Computational Thinking, such as performing an algorithm, its code and solving logical problems. [ABSTRACT FROM AUTHOR]

This research explores and discusses the visual symbolic imaginaries generated by four artificial intelligence (AI) programs regarding the Mexico-United States border. The visual production hinges upon six key concepts that emerge from the general theme: “Most relevant symbolic imaginaries of the wall, violence, woman, childhood, inequality, and migration related to the Mexico-United States border.” The AI programs used to produce the images are Midjourney, Leonardo.ai, Stable Diffusion, and Dall-E 2. An experimental methodology defines the key concepts and symbolic imaginaries at the border between the United States and Mexico through ChatGPT 3.5. The images have been obtained by translating the written concepts into images using such programs. The generative image programs are conceptualized based on the aesthetic apparatus theory and the posthuman vision. The images are analyzed using the theory of social, cultural, and symbolic imaginaries. The analysis reveals ideological biases and aesthetic tendencies in the visually synthesized symbolic imaginaries and rhetorical regimes of the Mexico-United States border through generative image production programs. It also builds a critical-sociopolitical perspective on three main aspects: a conceptualization of generative image programs as techno-aesthetic apparatuses, a reflection on the creative construction processes of visual discourses produced by AI devices, and an examination of the ideological and aesthetic biases of the images understood as techno-aesthetic objects obtained from this visual production technology. [ABSTRACT FROM AUTHOR]

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the first quarter of 2023, two court decisions in Colombia became renowned because they included ChatGPT exchanges. The two decisions raised concerns about whether the purpose of using ICT in judicial proceedings could be considered achieved by using large language models. These cases led to reflections on how legal practitioners should use these tools in an ethical, technical and responsible way. This article analyses the court decisions and discusses how tools such as large language models should be used in the administration of justice in Colombia. [ABSTRACT FROM AUTHOR]

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Artificial intelligence (AI), focused on systems capable of emulating complex human tasks, has experienced a notable boom with the opening of platforms such as ChatGPT. However, these models, specialized in text generation, lack specific training for scientific research, which can compromise their reliability and ability to be truly useful in research work. Key strategies to optimize interaction with AI are explored, highlighting the importance of prompts. In addition, tools specifically designed for scientific research are presented. Ethical and privacy considerations when using AI are also addressed, emphasizing that these tools do not replace traditional methods, but rather complement research work. Finally, the role of AI in data analysis, assisted writing and document management is highlighted, underlining the need to learn to take advantage of these emerging technologies to improve efficiency in scientific research. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios sobre el Mensaje Periodistico is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gaceta Médica de Caracas is the property of Academia Nacional de Medicina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this research is to analyze scientific articles about artificial intelligence (AI) in an educational context. These articles were located using Google Scholar and Science Direct and were written in Portuguese, English, and Spanish from 2021 onwards. In 2022, ChatGPT was launched, a technology that is part of the concept called generative AI, created by machine learning techniques. This type of tool, which has been the subject of many discussions, has also gained traction in educational institutions. As a result, governments in many countries, concerned about AI's impacts, are attempting to regulate its use. Among these articles, studies about AI literacy, the training of teaching staff, the need to address the topic in an interdisciplinary manner, and starting from elementary school, stand out. [ABSTRACT FROM AUTHOR]

In the Fourth Industrial Revolution, journalism cannot remain oblivious to the innovations brought about by the socio-technological reality. Artificial intelligence (AI) is one of the technologies on the rise, although the Spanish media have incorporated it little, experimentally and in specific sections. This research has two objectives: 1) to know the state of development of AI in the Spanish digital media and the industry's perception of the impact of this technology on the profession; 2) to explore a human vs synthetic text generation detection method to assess whether generative AI is being used in media. A comparative study was carried out between two media of reference in Spain, one matrix and conservative ideology (El Mundo), and another digital native and progressive trend (eldiario.es). The methodology was based on methodological triangulation and included a survey and an experiment with ChatGPT to detect whether a sample of texts published in these two media was created by humans or machines. The results diagnose that none of these newspapers apply AI, although they are designing plans to do so, and that there seems to be a lack of AI experts in the newsrooms, although a significantly higher predisposition towards AI in the native media is not confirmed as opposed to the matrix. The analyses carried out confirm that generative AI is not used to create texts. The method applied can be used in other studies because its validity is confirmed to provide clues about the human or artificial origin of journalistic texts. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Psicoterapia is the property of Revista de Psiquiatria y Psicologia Humanista, S.L. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper describes the experience of using ChatGPT as a support tool in an undergraduate programming course to develop weboriented multiplatform applications. The teaching-learning method is adapted to integrate Artificial Intelligence as an assistant for instructor and students. The study is qualitative and descriptive, with data collected from semi structured interview with the course instructor and a survey for the students which was analyzed to present the perception of utility of ChatGPT in class. Results show that students perceived that ChatGPT can accelerate the development process for the FrontEnd (90%), BackEnd (66%), testing and debugging (83%). The course instructor emphasizes the positive aspects of using ChatGPT as an assistant, to show up-todate information, guidance and recommendation; it also makes the students reflect on the solutions given training their higher-order skills. Finally, the use of ChatGPT as a support tool is recommended for students with proper knowledge and foundation in programming. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) is transforming the creative spaces of society. Some research believes AI can be creative by analyzing and learning from large amounts of data. In contrast, others argue that it generates ideas based on existing patterns, raising questions about its actual creative potential. This study aims to investigate whether AI can be as creative as students of an Advertising and Public Relations undergraduate program specialized in this area. The methodology consisted of a mixed experiment with a verbal creative exercise. Once the students took the test, the poe.com platform was used to evaluate the creativity of the chatbots ChatGPT, Claude-instant, and Dragonfly, following the same instructions given to the students. The conclusions show that AI systems still cannot compete with people's creative ability. Both quantitative and qualitative results reveal that, although AI can enhance human capabilities, it cannot replace them. Chatbots showed limitations in understanding the subtleties of language, generating new concepts, applying synthesis, and developing lateral thinking. AI can repeat existing patterns but cannot replicate the complexity and richness of human creativity, nor can it make emotional connections to themes. [ABSTRACT FROM AUTHOR]

The case study has been used in linguistic education as a tool to foster a reflective and critical analysis of misunderstandings that occur in everyday situations; however, the question formulation phase has hardly been researched. The aim of this paper is to explore how artificial intelligence (AI) can support the teaching of question formulation for cases of communicative misunderstanding. A comparative analysis of questions formulated by students and by ChatGPT in twenty-four cases of misunderstandings of the four linguistic-pragmatic levels is conducted. A mixed methodology is used to quantify the data and analyze patterns in the questions formulated by students and ChatGPT. The results show that the AI tool asks questions at a higher cognitive level, according to Bloom’s taxonomy. Among the conclusions, this study shows that the ChatGPT language model tool can be used to improve teaching questioning. Thus, the findings can be valuable to develop teaching strategies that qualify students’ reasoning, instead of seeing this human intellectual capacity run over by the power of the machine in the educational environment. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) is defined as the branch of computer science concerned with creating systems and programs capable of performing tasks that traditionally require human intelligence. AI uses a variety of approaches and techniques, such as machine learning, computer vision, natural language processing and formal logic, among others. Rather than counting the exact amount of AI, it is more relevant to talk about specific advances and applications. AI has the potential to provide a number of significant benefits in the field of assistive medicine. Despite these benefits, the implementation of AI in medicine also raises ethical and privacy challenges that need to be carefully addressed. ChatGPT remains the leading generative AI tool. People may inherit AI biases (systematic errors in AI results) in their decisions. 5P medicine represents a new trend in medicine today and involves a new approach to medical care, putting the patient at the center of a process that includes healing, prevention, prediction, individualization of therapies, and significant improvement in quality of life. [ABSTRACT FROM AUTHOR]

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Copyright of Didacticae: Revista de Investigación en Didácticas Específicas is the property of Didacticae: Revista de Investigacion en Didacticas Especificas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Index.Comunicación is the property of Index.comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

From the perspective of a descriptive analysis, and as a starting point to a new research line, this paper examines the potential impact Generative Artificial Intelligence (GAI) technologies may have on academic integrity, manifested in the learning and evaluation processes of law classes at the university level. The article takes as its premise the definition of academic integrity as a set of values and argues that a series of risks arise from the GAI that threaten those values, such as excessive dependence and trust in the GAI, the unreallizability of the pedagogical project and the loss of competitiveness of educational institutions, among others. To minimize or nullify such risks, and thus prevent them from affecting academic integrity, four mitigation measures are identified to be applied in university environments. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article warns about the dangers of blindly trusting artificial intelligence (AI) in areas such as academic research, medicine, and finance. Tools such as ChatGPT and Google Bard AI are mentioned, which can generate incorrect or misleading information. Additionally, it is emphasized that AI cannot detect plagiarism or produce quality texts. The article raises the need to use one's own intelligence and judgment instead of relying exclusively on AI. Plagiarism is a growing problem in higher education, and many institutions are taking stricter measures to address it. Teachers can design tasks that minimize cheating with ChatGPT and use anti-plagiarism software to evaluate written works. Artificial intelligence cannot think or make decisions, and general artificial intelligence does not yet exist. [Extracted from the article]

Among the malpractices that undermine research integrity, plagiarism is a major threat given its frequency and evolving presentations. Plagiarism implies the intentional grabbing of texts, ideas, images, or data belonging to others and without crediting them. However, the different and even masked forms of plagiarism often difficult a clear identification. Currently, the many kinds of fraud and plagiarism account for most retractions in traditional and open access journals. Further, the rate of retracted articles is higher in the Latin American databases LILACS and Scielo than in PubMed and Web of Science. This difference has been related to the typical laxity of our culture and the lack of English writing skills of non-Anglophone researchers. These features explain the conflict experienced by Latin American students in USA where they face a stricter culture regarding academic and scientific plagiarism. In the internet era, the ease of accessing scientific literature has increased the temptation to plagiarize but this ethical breach has been countered by antiplagiarism software. Now, the so-called "paraphragiarism" prompted by paraphrasing tools exceeds the infamous "copy-paste". For instance, the innovative ChatGPT can be used for plagiarizing and paraphragiarizing. Moreover, its inclusion as coauthor in scientific papers has been banned by prestigious journals and the International Committee of Medical Journal Editors because such chatbot cannot meet the required public responsibility criterium. To avoid plagiarism, it is enough to always give due credit in the proper way. Lastly, I question the ill-fated and now prevailing conjunction of blind faith in progress and zero skepticism that prevents us from foreseeing the negative consequences of technological advances. [ABSTRACT FROM AUTHOR]

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Copyright of IDP: Revista de Internet, Derecho y Politica is the property of Universitat Oberta de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IDP: Revista de Internet, Derecho y Politica is the property of Universitat Oberta de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main objective of the research is to study the creative potential of Artificial Intelligence (AI) for writing skills in an educational context. The research aims to provide evidence on the use of AI and contribute to its integration in the classroom as a support for the teaching-learning process. Two types of research designs were established: a descriptive and comparative non-experimental quantitative research, and a quasi-experimental pretest-posttest study. The sample consisted of 20 AI systems and 193 university students who were given Games 2 and 3 of the Spanish PIC-A test (“Creative Imagination Test for Adults”). The students repeated the games, assisted by ChatGPT, to compare the possible improvement of their productions. The findings reveal statistically significant differences between the AIs and the students in the indicators of fluency, flexibility, and narrative originality in Game 2. Furthermore, significant differences are found between students’ pre-test and post-test scores in fluency, flexibility, and narrative originality in Game 2 and in fluency in Game 3. Finally, the assistance provided by AI in writing tasks and verbal creativity is highlighted, and this should be considered in language teaching; in any case, AI cannot replace human intelligence and creativity. [ABSTRACT FROM AUTHOR]

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Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)