Generative AI for Critical Analysis Practical Tools Cognitive Offloading and Human Agency

Shum, SB

Generative AI for Critical Analysis Practical Tools Cognitive Offloading and Human Agency

Shum, SB

Permalink

Publisher:: CEUR-WS
Publication Type:: Conference Proceeding
Citation:: CEUR Workshop Proceedings, 2024, 3667, pp. 205-213
Issue Date:: 2024-01-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published versionAdobe PDF (1.66 MB)

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Shum, SB
dc.date.accessioned	2025-03-09T21:21:42Z
dc.date.available	2025-03-09T21:21:42Z
dc.date.issued	2024-01-01
dc.identifier.citation	CEUR Workshop Proceedings, 2024, 3667, pp. 205-213
dc.identifier.issn	1613-0073
dc.identifier.uri	http://hdl.handle.net/10453/185599
dc.description.abstract	Generative artificial intelligence (GenAI) is now capable of performing tasks that we have considered intellectually demanding. There are justified concerns that this will undermine the agency of both educators and students, if tools are poorly designed, poorly used, or imposed with consequences for education and the future of work. This short paper contributes practical examples pointing the potential for GenAI to promote critical analysis as part of intellectually demanding tasks, by both students and educators. However, this depends on appropriate usage. The paper then briefly discusses how we may balance the benefits and risks of human cognitive offloading to AI, as a perspective on human agency.
dc.language	en
dc.publisher	CEUR-WS
dc.relation.ispartof	CEUR Workshop Proceedings
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.subject.classification	4609 Information systems
dc.title	Generative AI for Critical Analysis Practical Tools Cognitive Offloading and Human Agency
dc.type	Conference Proceeding
utslib.citation.volume	3667
utslib.copyright.status	open_access	*
dc.date.updated	2025-03-09T21:21:40Z
pubs.publication-status	Published
pubs.volume	3667

Abstract:

Generative artificial intelligence (GenAI) is now capable of performing tasks that we have considered intellectually demanding. There are justified concerns that this will undermine the agency of both educators and students, if tools are poorly designed, poorly used, or imposed with consequences for education and the future of work. This short paper contributes practical examples pointing the potential for GenAI to promote critical analysis as part of intellectually demanding tasks, by both students and educators. However, this depends on appropriate usage. The paper then briefly discusses how we may balance the benefits and risks of human cognitive offloading to AI, as a perspective on human agency.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/185599