Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
The education community's sentiment regarding artificial intelligence (AI) is divided. Many see it as a means to cheat and prevent students from developing their intellectual abilities because it is generative and can provide results for many domains. Just as some had predicted that paper use would go down when computers were created, the opposite occurred. AI in the classroom, when utilized effectively, promotes critical thinking and not cheating. New technology can shock and awe those who see it for the first time. Upon closer investigation, the actual capabilities are revealed. While large language models can quickly create reports from very little information, we must examine their ability to create specific reports on topics we desire. Any large language model currently available states that it can make mistakes. Students will grow by learning how to prompt AI tools to provide meaningful results, spot mistakes, and validate their results. Knowing when it is appropriate to use an AI tool and reflecting on the consequences of results being wrong brings a student to a higher level of awareness. Performing these tasks concerning AI results also brings the user into the consciousness of their fallibility.
