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What do telecommunications policy academics have to fear from GPT-3?

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  • Howell, Bronwyn E.
  • Potgieter, Petrus H.

Abstract

Artificial intelligence (AI) tools such as ChatGPT and GPT-3 have shot to prominence recently (Lin 2023), as dramatic advances have shown them to be capable of writing plausible output that is difficult to distinguish from human-authored content. Unsurprisingly, this has led to concerns about their use by students in tertiary education contexts (Swiecki et al. 2022) and it has led to them being banned in some school districts in the United States (e.g. Rosenblatt 2023; Clarridge 2023) and from at least one top-ranking international university (e.g. Reuters 2023). There are legitimate reasons for such fears to be held, as it is difficult to differentiate students’ own written work presented for assessment from that produced by the AI tools. Successfully embedding them into educational contexts requires an understanding of the tools, what they are, and what they can and cannot do. Despite their powerful modelling and description capabilities, these tools have (at least currently) significant issues and limitations (Zhang & Li 2021).

Suggested Citation

  • Howell, Bronwyn E. & Potgieter, Petrus H., 2023. "What do telecommunications policy academics have to fear from GPT-3?," Telecommunications Policy, Elsevier, vol. 47(7).
    • Handle: RePEc:eee:telpol:v:47:y:2023:i:7:s0308596123000873
    DOI: 10.1016/j.telpol.2023.102576
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    References listed on IDEAS

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    1. Hazlett, Thomas W., 2022. "Free speech and the challenge of efficiency," Telecommunications Policy, Elsevier, vol. 46(9).
    2. George A. Akerlof, 1970. "The Market for "Lemons": Quality Uncertainty and the Market Mechanism," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 84(3), pages 488-500.
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