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Harrer, S. (2023). Attention is not all you need: the complicated case of ethically using large language models in healthcare and medicine. Ebiomedicine, 90. https://doi.org/10.1016/j.ebiom.2023.104512
He, S., & Lu, Y. (2024). The effectiveness of Gen AI in assisting students’ knowledge construction in humanities and social sciences courses: learning behaviour analysis. Interactive Learning Environments, 1-22. https://doi.org/10.1080/10494820.2024.2415444
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Lund, B. D., Wang, T., Mannuru, N. R., Nie, B., Shimray, S., & Wang, Z. (2023). ChatGPT and a new academic reality: Artificial Intelligence-written research papers and the ethics of the large language models in scholarly publishing. Journal of the Association for Information Science and Technology, 74(5), 570-581. https://doi.org/10.1002/asi.24750
Mondal, H., Mondal, S., & Podder, I. (2023). Using ChatGPT for writing articles for patients’ education for dermatological diseases: A pilot study. Indian Dermatology Online Journal, 14(4), 482-486. https://doi.org/10.4103/idoj.idoj_72_23
Nguyen, A., Ngo, H., Hong, Y., Dang, B., Nguyen, B.P.T. (2022). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28(4), 4221-4241. https://doi.org/10.1007/s10639-022-11316-w
Noy, S., & Zhang, W. (2023). Experimental evidence on the productivity effects of generative artificial intelligence. Science, 381(6654), 187-192. https://doi.org/10.1126/science.adh2586
Porter, B., & Machery, E. (2024). AI-generated poetry is indistinguishable from human-written poetry and is rated more favorably. Scientific Reports, 14(1), Artículo 26133. https://doi.org/10.1038/s41598-024-76900-1
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Teng, M. F. (2023). Scientific Writing, Reviewing, and Editing for Open-access TESOL Journals: The Role of ChatGPT. International Journal of TESOL Studies, 5(1), 87-91. https://doi.org/10.58304/ijts.20230107
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