Navigating Europe’s Artificial Intelligence Act: Application of LLMs in classrooms

Authors

  • Upasana DASGUPTA Graduate School of International Studies, Laval University Author
  • Rwitajit MAJUMDAR Research and Education Institute for Semiconductors and Informatics, Kumamoto University Author

DOI:

https://doi.org/10.58459/icce.2024.4828

Abstract

In 2018, OpenAl introduced the first version of the Generative Pre-trained Transformer (GPT), revolutionizing the future of Large Language Models (LLMs). This model demonstrated the potential of pretraining large-scale models with vast text data and then fine-tuning them for specific tasks to the public. LLMs have quickly penetrated educational environments, aiding students from various disciplines in tasks ranging from initiating research to drafting essays. While the latter may breach academic integrity, the former is highly beneficial, especially for exploring new areas or ideas. Comparatively, the user interactions with GPT might resembles initially with that of search engines, despite technological differences, as both provide answers to queries, often reflecting archived as well as mainstream views. The historical evolution of search engines, from Archie's database matching to Google's relevance-based ranking, highlights similar ethical considerations faced by both technologies. The development of search engines underscored the importance of accessible information, a principle equally relevant to GPT and LLMs today. This paper is written in light of recent coming into force of European Union's legal framework on artificial intelligence for the purpose of examining adoption of LLMs in classrooms, and argues for balanced regulations across jurisdictions that acknowledge both the immense educational potential of LLMs and the need for adherence to legal and ethical standards.

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Published

2024-11-25

How to Cite

Navigating Europe’s Artificial Intelligence Act: Application of LLMs in classrooms. (2024). International Conference on Computers in Education. https://doi.org/10.58459/icce.2024.4828