Not a Swiss Army Knife: Academics' Perceptions of Trade-Offs Around Generative Artificial Intelligence Use

TL;DR

This study explores academics' perceptions of generative AI, highlighting concerns about transparency and trust, while recognizing its potential to democratize knowledge and improve learning, based on interviews with faculty and students.

Contribution

It provides qualitative insights into the social and technical trade-offs of Gen AI from the perspective of knowledge workers in academia.

Findings

Concerns about opacity and bias in Gen AI data training.

Fears of undermining trust in educational relationships.

Potential for democratizing knowledge and accelerating learning.

Abstract

In the rapidly evolving landscape of computing disciplines, substantial efforts are being dedicated to unraveling the sociotechnical implications of generative AI (Gen AI). While existing research has manifested in various forms, there remains a notable gap concerning the direct engagement of knowledge workers in academia with Gen AI. We interviewed 17 knowledge workers, including faculty and students, to investigate the social and technical dimensions of Gen AI from their perspective. Our participants raised concerns about the opacity of the data used to train Gen AI. This lack of transparency makes it difficult to identify and address inaccurate, biased, and potentially harmful, information generated by these models. Knowledge workers also expressed worries about Gen AI undermining trust in the relationship between instructor and student and discussed potential solutions, such as pedagogy readiness, to mitigate them. Additionally, participants recognized Gen AI's potential to democratize knowledge by accelerating the learning process and act as an accessible research assistant. However, there were also concerns about potential social and power imbalances stemming from unequal access to such technologies. Our study offers insights into the concerns and hopes of knowledge workers about the ethical use of Gen AI in educational settings and beyond, with implications for navigating this new landscape.