Exploring Ethical AI Use in Self-Directed and Formal Learning: Learner Perspectives through A FATE Lens

Abstract

Utilizing the Fairness, Accountability, Transparency, and Ethics (FATE) in AI as the theoretical framework, this research aimed to understand how learners perceive and practice ethical use of generative AI for learning. Using a qualitative approach, we interviewed 10 students in higher education institutions about their attitudes and practices in using ChatGPT in both formal and informal learning contexts. The findings suggest that a significant number of interviewees have fairness concerns about using ChatGPT for learning, particularly related to cultural and linguistic biases. Pedagogical involvement can alleviate students’ concerns by providing guidance on ChatGPT usage and fostering accountability. Shifting learning goals away from formal schooling also contributes to eliminating such concerns about fairness. Importantly, student attitudes toward AI usage in education varied significantly across different subject matters, assessment methods, and learning contexts. There is also an emerging need to increase the transparency of AI operations, including providing more resource details and clarifying its limitations. This research aims to address the gap resulting from existing studies on ethics, predominantly focusing on institutional and educator perspectives, instead of students, particularly those using ChatGPT actively for informal learning. The findings of this study aim to inspire educators, policymakers, and designers of learning systems adopting AI technologies to gain a deeper understanding of learners’ experiences.

Ähnliche Arbeiten