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on Artificial Intelligence |
| By: | Pinzón, Natalia; Koundinya, Vikram; Galt, Ryan; Dowling, William; Boukloh, Marcela; Taku-Forchu, Namah C.; Schohr, Tracy; Roche, Leslie; Ikendi, Samuel; Cooper, Mark H. |
| Abstract: | The proliferation of AI-powered bots and sophisticated fraudsters significantly threatens the integrity of online surveys, leading to a substantial decline in usable responses from 75% to 10% in recent years. This study evaluates the efficacy of 31 fraud indicators using two agriculture surveys in California. Our comparative analysis, which integrated multiple methodological innovations, revealed that no single indicator is independently effective. However, best indicators included a novel email address score, MinFraud Risk Score, consecutive submissions, opting-out of incentives, improbable location, and survey start time. Our findings underscore evolving tactics of fraudsters, demonstrating their increased proficiency in responding to matching, domain knowledge, and open-ended questions. Higher monetary incentives attract sophisticated fraudsters capable of mimicking genuine open-ended responses and verifying information provided months prior, showcasing a significant advancement in the capabilities of survey fraud groups. We conclude with recommendations for developing adaptable fraud detection strategies to safeguard survey integrity. |
| Date: | 2023–12–28 |
| URL: | http://d.repec.org/n?u=RePEc:osf:socarx:95tka&r=ain |
| By: | Rajeev K. Goel; Michael A. Nelson |
| Abstract: | The advent of the internet, and more recently of artificial intelligence (AI), has challenged academic and other institutions to ensure ethical practices and reward/promote true merit. The borderless and relatively anonymous nature of the internet creates policing challenges, leading to the abuse of established rules and standards. In the context of academia, this impacts the size and scope of resources to facilitate/check plagiarism and cheating, both from the demand and supply sides. Adding some formal insights into the current topic of fundamental importance to maintaining academic integrity, this paper examines the association of anti-plagiarism/anti-cheating policies with resources that facilitate such behavior (legal or otherwise). Using unique internet search indices of the policies and resources, we find that the two are positively associated – the associated resources ratchet up with the policies. This association is robust to different modeling formulations, including when the internet policies include course syllabi. The findings reinforce the view that policies to check plagiarism and cheating are likely to lack teeth and may be a step behind the resources that facilitate unethical behaviour. |
| Keywords: | AI, artificial intelligence, plagiarism, cheating, internet, universities, colleges, United States |
| JEL: | A20 I23 L86 |
| Date: | 2023 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_10853&r=ain |
| By: | Morgan Blangeois (CleRMa - Clermont Recherche Management - ESC Clermont-Ferrand - École Supérieure de Commerce (ESC) - Clermont-Ferrand - UCA - Université Clermont Auvergne) |
| Abstract: | This article delves into the revolution of generative artificial intelligence (AI) in digital service companies (DSCs), focusing on foundational models like GPT-4. It examines the debates surrounding these technologies, particularly their implications in terms of misinformation through hallucinations, the social biases they carry, and their influence on the digital transformation of organizations. It begins with an exploration of the emergence of generative AI, highlighting technological advances and their practical impacts. The article assesses the current capabilities of generative AI and its potential, highlighting its role in redefining the job market, especially in terms of skills. The core of the study focuses on the challenges and strategic opportunities for DSCs. Examining how generative AI transforms traditional functions and creates new strategies, the article underscores the importance for DSCs to reconsider their position in the IT value chain. We explore how the adoption of open-innovation and business model innovations can facilitate the adaptation of DSCs to these challenges and conclude with a call for empirical studies to further explore these themes. |
| Abstract: | Cet article se penche sur la révolution de l'intelligence artificielle (IA) générative dans les entreprises de services du numérique (ESN), en mettant l'accent sur les modèles de fondation comme GPT-4. Il examine les débats entourant ces technologies, notamment leurs implications en termes de désinformation par les hallucinations, les biais sociaux qu'ils véhiculent, et leur influence sur la transformation numérique des organisations. Il débute par une exploration de l'émergence de l'IA générative, soulignant les avancées technologiques et leurs impacts pratiques. L'article évalue les capacités actuelles de l'IA générative et son potentiel, en mettant en évidence son rôle dans la redéfinition du marché du travail, notamment sur le plan des compétences. Le cœur de l'étude se concentre sur les défis et les opportunités stratégiques pour les ESN. En examinant la manière dont l'IA générative transforme les fonctions traditionnelles et crée de nouvelles stratégies, l'article souligne l'importance pour les ESN de reconsidérer leur position dans la chaîne de valeur informatique. Nous explorons comment l'adoption de l'open-innovation et les innovations des modèles d'affaires peuvent favoriser l'adaptation des ESN à ces enjeux et faisons appel en conclusion à des études empiriques pour approfondir ces thématiques. |
| Keywords: | Business Model, Digital Services Companies, Open Innovation, Artificial Intelligence, Strategy, Modèles d'affaires, Entreprises des Services du Numérique, Innovation Ouverte, Intelligence Artificielle, Stratégie |
| Date: | 2023 |
| URL: | http://d.repec.org/n?u=RePEc:hal:journl:hal-04355219&r=ain |
| By: | Daube, Carl Heinz |
| Abstract: | The aim of this working paper is to provide a brief introduction to artificial intelligence and highlight specific potential applications in financial and investment decision-making. On the one hand, it is about where AI is already being used today in many areas of the financial industry. On the other hand, the aim is to show examples of what will be possible in the near future and where AI might lead to better, more sound decisions |
| Abstract: | Ziel dieses Working Papers ist es, eine kurze Einführung in die Künstliche Intelligenz zu geben und konkrete Einsatzmöglichkeiten in der Finanz- und Investitionsentscheidung aufzuzeigen. Dabei geht es zum einen darum, wo KI heute schon in vielen Bereichen der Finanzindustrie zum Einsatz kommt. Zum anderen geht es darum exemplarisch aufzuzeigen, was in naher Zukunft möglich sein wird und wo es auf der Basis von KI zu besseren, fundierteren Entscheidungen kommen könnte. |
| Keywords: | AI, Artificial Intelligence, investment decision, finance decision |
| JEL: | G00 |
| Date: | 2024 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:esprep:280899&r=ain |
| By: | Jackson, Emerson Abraham |
| Abstract: | This theoretical review explores the evolution of artificial intelligence (AI) and its impact on teaching and learning in the digital age. Investigating AI's integration into educational settings, the paper synthesises theoretical frameworks, empirical studies, and emerging trends. Drawing on constructivist, socio-cultural, and cognitive learning theories, the review analyses AI's implications for educational practices. It traces the historical development of AI in education, highlighting key milestones and the evolution of AI technologies. The paper adopts a theoretical framework to comprehensively analyse AI's impact, focusing on intelligent tutoring systems, adaptive learning platforms, virtual reality, natural language processing, and gamification. Theoretical foundations underscore AI's role in active learning, personalised environments, social interaction, and cognitive load management. The review addresses challenges, including equity, ethical considerations, and the evolving role of educators. It emphasises the need for clear ethical guidelines, professional development for educators, and ongoing research to navigate the evolving landscape of AI in education. Theoretical implications suggest a nuanced synthesis of technology and pedagogy, acknowledging the dynamic interplay between the two, and call for continued research to address technical challenges, ethical considerations, and effective strategies for professional development in this dynamic intersection of technology and education. |
| Abstract: | Cette revue théorique explore l'évolution de l'intelligence artificielle (IA) et son impact sur l'enseignement et l'apprentissage à l'ère numérique. En examinant l'intégration de l'IA dans les environnements éducatifs, l'article synthétise des cadres théoriques, des études empiriques et des tendances émergentes. S'appuyant sur les théories constructivistes, socio-culturelles et d'apprentissage cognitif, la revue analyse les implications de l'IA pour les pratiques éducatives. Elle retrace le développement historique de l'IA dans l'éducation, mettant en évidence des jalons clés et l'évolution des technologies d'IA. L'article adopte un cadre théorique pour analyser de manière exhaustive l'impact de l'IA, en se concentrant sur les systèmes de tutorat intelligents, les plateformes d'apprentissage adaptatif, la réalité virtuelle, le traitement du langage naturel et la ludification. Les fondements théoriques soulignent le rôle de l'IA dans l'apprentissage actif, les environnements personnalisés, l'interaction sociale et la gestion de la charge cognitive. La revue aborde des défis tels que l'équité, les considérations éthiques et le rôle en évolution des éducateurs. Elle souligne la nécessité de lignes directrices éthiques claires, de développement professionnel pour les éducateurs et de recherches continues pour naviguer dans le paysage en évolution de l'IA dans l'éducation. Les implications théoriques suggèrent une synthèse nuancée de la technologie et de la pédagogie, reconnaissant l'interaction dynamique entre les deux, et appellent à des recherches continues pour relever les défis techniques, les considérations éthiques et les stratégies efficaces de développement professionnel dans cette intersection dynamique de la technologie et de l'éducation. |
| Keywords: | Artificial Intelligence, Theoretical Review, Teaching and Learning, Digital Age |
| JEL: | A22 I21 O33 |
| Date: | 2024 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:esprep:280893&r=ain |
| By: | Martin Semmann; Mahei Manhei Li |
| Abstract: | The rise of new modes of interaction with AI skyrocketed the popularity, applicability, and amount of use cases. Despite this evolution, conceptual integration is falling behind. Studies suggest that there is hardly a systematization in using AI in organizations. Thus, by taking a service-dominant logic perspective, specifically, the concept of resource integration patterns, the most potent application of AI for organizational use - namely information retrieval - is analyzed. In doing so, we propose a systematization that can be applied to deepen understanding of core technical concepts, further investigate AI in contexts, and help explore research directions guided by SDL. |
| Date: | 2023–12 |
| URL: | http://d.repec.org/n?u=RePEc:arx:papers:2312.07878&r=ain |