ChatGPT, an AI chatbot, has gained popularity for its capability in generating human-like responses. However, this feature carries several risks, most notably due to its deceptive behaviour such as offering users misleading or fabricated information that could further cause ethical issues. To better understand the impact of ChatGPT on our social, cultural, economic, and political interactions, it is crucial to investigate how ChatGPT operates in the real world where various societal pressures influence its development and deployment. This paper emphasizes the need to study ChatGPT "in the wild", as part of the ecosystem it is embedded in, with a strong focus on user involvement. We examine the ethical challenges stemming from ChatGPT's deceptive human-like interactions and propose a roadmap for developing more transparent and trustworthy chatbots. Central to our approach is the importance of proactive risk assessment and user participation in shaping the future of chatbot technology.
Chatbots are intelligent conversational computer systems designed to mimic human conversation to enable automated online guidance and support. The increased benefits of chatbots led to their wide adoption by many industries in order to provide virtual assistance to customers. Chatbots utilise methods and algorithms from two Artificial Intelligence domains: Natural Language Processing and Machine Learning. However, there are many challenges and limitations in their application. In this survey we review recent advances on chatbots, where Artificial Intelligence and Natural Language processing are used. We highlight the main challenges and limitations of current work and make recommendations for future research investigation.
This research article highlights the potential of AI-powered chatbots in education and presents the results of using ChatGPT, a large language model, to complete the Vietnamese National High School Graduation Examination (VNHSGE). The study dataset included 30 essays in the literature test case and 1,700 multiple-choice questions designed for other subjects. The results showed that ChatGPT was able to pass the examination with an average score of 6-7, demonstrating the technology's potential to revolutionize the educational landscape. The analysis of ChatGPT performance revealed its proficiency in a range of subjects, including mathematics, English, physics, chemistry, biology, history, geography, civic education, and literature, which suggests its potential to provide effective support for learners. However, further research is needed to assess ChatGPT performance on more complex exam questions and its potential to support learners in different contexts. As technology continues to evolve and improve, we can expect to see the use of AI tools like ChatGPT become increasingly common in educational settings, ultimately enhancing the educational experience for both students and educators.
The advent of ChatGPT by OpenAI has prompted extensive discourse on its potential implications for science and higher education. While the impact on education has been a primary focus, there is limited empirical research on the effects of large language models (LLMs) and LLM-based chatbots on science and scientific practice. To investigate this further, we conducted a Delphi study involving 72 experts specialising in research and AI. The study focused on applications and limitations of LLMs, their effects on the science system, ethical and legal considerations, and the required competencies for their effective use. Our findings highlight the transformative potential of LLMs in science, particularly in administrative, creative, and analytical tasks. However, risks related to bias, misinformation, and quality assurance need to be addressed through proactive regulation and science education. This research contributes to informed discussions on the impact of generative AI in science and helps identify areas for future action.
One challenge for evaluating current sequence- or dialogue-level chatbots, such as Empathetic Open-domain Conversation Models, is to determine whether the chatbot performs in an emotionally consistent way. The most recent work only evaluates on the aspects of context coherence, language fluency, response diversity, or logical self-consistency between dialogues. This work proposes training an evaluator to determine the emotional consistency of chatbots.
This research delves into the intersection of illustration art and artificial intelligence (AI), focusing on how illustrators engage with AI agents that embody their original characters (OCs). We introduce 'ORIBA', a customizable AI chatbot that enables illustrators to converse with their OCs. This approach allows artists to not only receive responses from their OCs but also to observe their inner monologues and behavior. Despite the existing tension between artists and AI, our study explores innovative collaboration methods that are inspiring to illustrators. By examining the impact of AI on the creative process and the boundaries of authorship, we aim to enhance human-AI interactions in creative fields, with potential applications extending beyond illustration to interactive storytelling and more.
ChatGPT is a state-of-the-art (SOTA) chatbot. Although it has potential to support English as a foreign language (EFL) students' writing, to effectively collaborate with it, a student must learn to engineer prompts, that is, the skill of crafting appropriate instructions so that ChatGPT produces desired outputs. However, writing an appropriate prompt for ChatGPT is not straightforward for non-technical users who suffer a trial-and-error process. This paper examines the content of EFL students' ChatGPT prompts when completing a writing task and explores patterns in the quality and quantity of the prompts. The data come from iPad screen recordings of secondary school EFL students who used ChatGPT and other SOTA chatbots for the first time to complete the same writing task. The paper presents a case study of four distinct pathways that illustrate the trial-and-error process and show different combinations of prompt content and quantity. The cases contribute evidence for the need to provide prompt engineering education in the context of the EFL writing classroom, if students are to move beyond an individual trial-and-error process, learning a greater variety of prompt content and more sophisticated prompts to support their writing.
In this paper, we propose MPC (Modular Prompted Chatbot), a new approach for creating high-quality conversational agents without the need for fine-tuning. Our method utilizes pre-trained large language models (LLMs) as individual modules for long-term consistency and flexibility, by using techniques such as few-shot prompting, chain-of-thought (CoT), and external memory. Our human evaluation results show that MPC is on par with fine-tuned chatbot models in open-domain conversations, making it an effective solution for creating consistent and engaging chatbots.
With the increasing diversity of use cases of large language models, a more informative treatment of texts seems necessary. An argumentative analysis could foster a more reasoned usage of chatbots, text completion mechanisms or other applications. However, it is unclear which aspects of argumentation can be reliably identified and integrated in language models. In this paper, we present an empirical assessment of the reliability with which different argumentative aspects can be automatically identified in hate speech in social media. We have enriched the Hateval corpus (Basile et al. 2019) with a manual annotation of some argumentative components, adapted from Wagemans (2016)'s Periodic Table of Arguments. We show that some components can be identified with reasonable reliability. For those that present a high error ratio, we analyze the patterns of disagreement between expert annotators and errors in automatic procedures, and we propose adaptations of those categories that can be more reliably reproduced.