Generative AI Adoption in Postsecondary Education, AI Hype, and ChatGPT's Launch
It addresses the integration of generative AI in education, focusing on discourse and practices, but is incremental as it builds on existing critical studies without introducing new methods or data.
This paper examines the impact of generative AI, particularly ChatGPT, on postsecondary education in the first six months after its launch, analyzing AI hype in mainstream discourses and discussing implications for writing, teaching, and learning through critical discourse analysis.
The rapid integration of generative artificial intelligence (AI) into postsecondary education and many other sectors resulted in a global reckoning with this new technology. This paper contributes to the study of the multifaceted influence of generative AI, with a particular focus on OpenAI's ChatGPT within academic settings during the first six months after the release in three specific ways. First, it scrutinizes the rise of ChatGPT as a transformative event construed through a study of mainstream discourses exhibiting AI hype. Second, it discusses the perceived implications of generative AI for writing, teaching, and learning through the lens of critical discourse analysis and critical AI studies. Third, it encourages the necessity for best practices in the adoption of generative AI technologies in education.