Abstract
ChatGPT, an interactive, generative artificial intelligence (AI) system, was introduced in late 2022, quickly becoming one of the most rapidly adopted technologies in history. The rapid emergence of ChatGPT and similar AI tools, such as Google’s Bard, and GPT-enabled Bing from Microsoft have led to intense discussions about how they will affect various aspects of society, including higher education. Information systems (IS) education will not escape the impact of AI tools. Our goal for this paper is to develop a better understanding of the range of possible impacts of ChatGPT on IS education and to describe how IS educators might respond to these potential impacts. To that end, we discuss challenges for IS education brought on by generative AI tools, and discuss potential future scenarios based on the emergence of such tools, ranging from AI having little impact on IS education to AI serving as competition for IS educators. We examine the challenges and consequences of each scenario. We also discuss potential responses, ranging from doing nothing to embracing AI tools as legitimate learning aids. We then provide several specific recommendations that will allow IS educators to effectively respond to the rise of AI tools.
DOI
10.17705/1CAIS.05301
Recommended Citation
Van Slyke, C., Johnson, R. D., & Sarabadani, J. (2023). Generative Artificial Intelligence in Information Systems Education: Challenges, Consequences, and Responses. Communications of the Association for Information Systems, 53, 1-21. https://doi.org/10.17705/1CAIS.05301
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