Generative artificial intelligence: A disruptive context for access to information
DOI:
https://doi.org/10.3145/infonomy.24.013Keywords:
Generative artificial intelligence, ChatGPT, Institutional policies, Academic integrity, Plagiarism, Regulation of use, Teaching, Research, Scientific evidence, InfoxicationAbstract
The last year has seen an explosion of artificial intelligence tools that enable the gen-eration of all kinds of content, which has had a profound impact at all levels and par-ticularly in the field of education. These tools pose an unprecedented disruptive con-text in relation to access to information derived from their interactive, contextual and generative nature, whose implications probably go much further than other previous innovations and which require a reaction in the academic field, which must be based on clear policies and guidelines aligned with the principles of academic integrity and existing scientific evidence.References
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