Tidsskriftet Læring og Medier (LOM)

Editor: Inger-Marie Falgren Christensen, imc@sdu.dk, University of Southern Denmark
Editor: Marianne Georgsen, mage@via.dk, VIA University College
Editor: Mikkel Godsk, godsk@au.dk, Aarhus University

Since the launch of ChatGPT3 on November 30, 2022, the use of generative artificial intelligence (GenAI) in the form of large language models (LLMs) such as ChatGPT, Copilot, and Gemini has grown significantly. Teachers, supervisors, and students can now get help in producing not just text, images, and video, but also analyses, syntheses, summaries, calculations, etc. GenAI also appears in roles such as sparring partner, feedback provider, and teaching assistant.

A plethora of webinars, conferences, and courses on GenAI are being held, and many texts (articles, books, reviews, reports, blog posts, etc.) have already been published discussing the potentials, limitations, and challenges associated with the use of GenAI in higher education contexts. The use of GenAI in pedagogical practice in higher education is as a research field not yet consolidated. The current research points in different directions and presents different conceptualisations. For example, empirical research on the significance of GenAI technologies for higher education is severely limited and focuses primarily on attitudes towards the technology or measurement of the quality of its answers.