{"id":2432,"date":"2024-09-30T09:00:00","date_gmt":"2024-09-30T09:00:00","guid":{"rendered":"https:\/\/atras-univ-saida.dz\/en\/?p=2432"},"modified":"2025-01-30T19:08:06","modified_gmt":"2025-01-30T19:08:06","slug":"lintelligence-artificielle-a-luniversite-questions-pratiques-et-enjeux-ethiques","status":"publish","type":"post","link":"https:\/\/atras-univ-saida.dz\/en\/?p=2432","title":{"rendered":"Article 44 Issue 03 Vol 5 September 2024"},"content":{"rendered":"\n

L\u2019Intelligence artificielle \u00e0 l\u2019universit\u00e9: Questions pratiques et enjeux \u00e9thiques<\/strong><\/h1><\/div><\/div>\n\n\n\n

Mohamed GACEMI
<\/strong>Universit\u00e9 Abdelhamid Ibn Badis, Alg\u00e9rie
 gacemi20univ@gmail.com<\/a>
https:\/\/orcid.org\/0000-0003-0754-1718<\/a><\/p><\/div><\/div>\n\n\n\n

Abstract<\/strong><\/p><\/div><\/div>\n\n\n\n

L\u2019utilisation par les \u00e9tudiants \u00e0 l\u2019universit\u00e9 de l\u2019intelligence artificielle g\u00e9n\u00e9rative est une r\u00e9alit\u00e9 palpable. Cet article pr\u00e9sente les r\u00e9sultats d\u2019une enqu\u00eate exploratoire r\u00e9alis\u00e9e aupr\u00e8s d\u2019\u00e9tudiants universitaires avec l\u2019objectif de mettre en lumi\u00e8re l\u2019usage et les pratiques qu\u2019en font ces derniers lorsqu\u2019ils r\u00e9alisent des travaux. Loin d\u2019\u00eatre exhaustive, cette contribution montre que cet usage est d\u00e9j\u00e0 ancr\u00e9 dans les pratiques estudiantines : r\u00e9solution de probl\u00e8mes, g\u00e9n\u00e9ration de contenus, notamment du texte et des images…  Alors que beaucoup d\u2019\u00e9tudiants ont d\u00e9j\u00e0 adopt\u00e9e des outils int\u00e9grant l\u2019intelligence artificielle g\u00e9n\u00e9rative \u00e0 l\u2019exemple de CHATGPT ou GIMINI, des inqui\u00e9tudes sont exprim\u00e9es par des chercheurs et des enseignants qui critiquent la n\u00e9gligence de la dimension \u00e9thique quant \u00e0 l\u2019usage de ces outils. Ils craignent que le plagiat et la fraude deviennent des pratiques r\u00e9pandues parmi les \u00e9tudiants et que l\u2019usage de cette technologie devienne incontr\u00f4lable au niveau de l\u2019enseignement sup\u00e9rieur.<\/p><\/div><\/div>\n\n\n\n

Keywords:<\/strong> enseignement sup\u00e9rieur, fraude, intelligence artificielle g\u00e9n\u00e9rative, plagiat, pratiques estudiantines, technologie num\u00e9rique<\/p><\/div><\/div>\n\n\n

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DOI:<\/strong>
https:\/\/doi.org\/10.70091\/atras\/AI.44<\/strong><\/h1><\/div><\/div>\n\n\n\n

How to Cite this Paper :<\/strong><\/strong> <\/p><\/div><\/div>\n\n\n\n

Gacemi, M. (2024). L\u2019intilligence artificielle \u00e0 l\u2019universit\u00e9 : Questions pratiques et enjeux \u00e9thiques. Cas des \u00e9tudiants de l\u2019universit\u00e9 de Gharda\u00efa. ATRAS Revue,<\/em> 5<\/em>(Num\u00e9ro Sp\u00e9cial), 692-706<\/p><\/div><\/div>\n\n\n\n

References<\/strong>:<\/p><\/div><\/div>\n\n\n\n

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Chen, X., Zhang, Y., & Liu, Q. (2021). Accelerating Drug Discovery through AI: A Case Study in Pharmacology. Journal of Artificial Intelligence Research, 42<\/em>, 567-581.
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Romero, M., & Heiser, (Dir.) (2023). Enseigner et apprendre \u00e0 l\u2019\u00e8re de l\u2019intelligence artificielle<\/em>. Canop\u00e9, Livre blanc, 2023. ffhal-04013223v2ff.
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West, D., Luzeckyj, A., Toohey, D., Vanderlelie, J., & Searle, B. (2020). Do academics and university administrators really know better?  The ethics of positioning student perspectives in learning analytics.  Australasian Journal of Educational Technology, 36<\/em>(2), 60-70.
Xu, Z. (2024). AI in education: Enhancing learning experiences and student outcomes. Applied and Computational Engineering. https:\/\/doi.org\/10.54254\/2755-2721\/51\/20241187<\/a>.<\/p><\/div><\/div>\n\n\n\n

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Copyright for all articles published in ATRAS <\/strong>belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles. ATRAS <\/strong>publishes accepted papers under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License. Authors submitting papers for publication in ATRAS <\/strong>agree to apply the CC BY-NC 4.0 license to their work. For non-commercial purposes, anyone may copy, redistribute material, remix, transform, and construct material in any media or format, provided that the terms of the license are observed and the original source is properly cited.<\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

enseignement sup\u00e9rieur, fraude, intelligence artificielle g\u00e9n\u00e9rative, plagiat, pratiques estudiantines, technologie num\u00e9rique<\/p>\n","protected":false},"author":2,"featured_media":2246,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[408],"tags":[565,568,566,569,567,570],"class_list":["post-2432","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-vol-05-n03-2024","tag-enseignement-superieur","tag-fraude","tag-intelligence-artificielle-generative","tag-plagiat","tag-pratiques-estudiantines","tag-technologie-numerique"],"gutentor_comment":0,"yoast_head":"\nArticle 44 Issue 03 Vol 5 September 2024 - ATRAS journal<\/title>\n<meta name=\"description\" content=\"enseignement sup\u00e9rieur, fraude, intelligence artificielle g\u00e9n\u00e9rative, plagiat, pratiques estudiantines, technologie num\u00e9rique L\u2019utilisation par les \u00e9tudiants \u00e0 l\u2019universit\u00e9 de l\u2019intelligence artificielle g\u00e9n\u00e9rative est une r\u00e9alit\u00e9 palpable. Cet article pr\u00e9sente les r\u00e9sultats d\u2019une enqu\u00eate exploratoire r\u00e9alis\u00e9e aupr\u00e8s d\u2019\u00e9tudiants universitaires avec l\u2019objectif de mettre en lumi\u00e8re l\u2019usage et les pratiques qu\u2019en font ces derniers lorsqu\u2019ils r\u00e9alisent des travaux. Loin d\u2019\u00eatre exhaustive, cette contribution montre que cet usage est d\u00e9j\u00e0 ancr\u00e9 dans les pratiques estudiantines : r\u00e9solution de probl\u00e8mes, g\u00e9n\u00e9ration de contenus, notamment du texte et des images... Alors que beaucoup d\u2019\u00e9tudiants ont d\u00e9j\u00e0 adopt\u00e9e des outils int\u00e9grant l\u2019intelligence artificielle g\u00e9n\u00e9rative \u00e0 l\u2019exemple de CHATGPT ou GIMINI, des inqui\u00e9tudes sont exprim\u00e9es par des chercheurs et des enseignants qui critiquent la n\u00e9gligence de la dimension \u00e9thique quant \u00e0 l\u2019usage de ces outils. 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Ils craignent que le plagiat et la fraude deviennent des pratiques r\u00e9pandues parmi les \u00e9tudiants et que l\u2019usage de cette technologie devienne incontr\u00f4lable au niveau de l\u2019enseignement sup\u00e9rieur.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/atras-univ-saida.dz\/en\/?p=2432\" \/>\n<meta property=\"og:site_name\" content=\"ATRAS journal\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/p\/ATRAS-journal-100083161450894\/\" \/>\n<meta property=\"article:published_time\" content=\"2024-09-30T09:00:00+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-01-30T19:08:06+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/09\/vol-05-n03-2024.png\" \/>\n\t<meta property=\"og:image:width\" content=\"437\" \/>\n\t<meta property=\"og:image:height\" content=\"565\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"author\" content=\"atras\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:title\" content=\"L\u2019Intelligence artificielle \u00e0 l\u2019universit\u00e9: Questions pratiques et enjeux \u00e9thiques\" \/>\n<meta name=\"twitter:description\" content=\"L\u2019utilisation par les \u00e9tudiants \u00e0 l\u2019universit\u00e9 de l\u2019intelligence artificielle g\u00e9n\u00e9rative est une r\u00e9alit\u00e9 palpable. Cet article pr\u00e9sente les r\u00e9sultats d\u2019une enqu\u00eate exploratoire r\u00e9alis\u00e9e aupr\u00e8s d\u2019\u00e9tudiants universitaires avec l\u2019objectif de mettre en lumi\u00e8re l\u2019usage et les pratiques qu\u2019en font ces derniers lorsqu\u2019ils r\u00e9alisent des travaux. Loin d\u2019\u00eatre exhaustive, cette contribution montre que cet usage est d\u00e9j\u00e0 ancr\u00e9 dans les pratiques estudiantines : r\u00e9solution de probl\u00e8mes, g\u00e9n\u00e9ration de contenus, notamment du texte et des images... Alors que beaucoup d\u2019\u00e9tudiants ont d\u00e9j\u00e0 adopt\u00e9e des outils int\u00e9grant l\u2019intelligence artificielle g\u00e9n\u00e9rative \u00e0 l\u2019exemple de CHATGPT ou GIMINI, des inqui\u00e9tudes sont exprim\u00e9es par des chercheurs et des enseignants qui critiquent la n\u00e9gligence de la dimension \u00e9thique quant \u00e0 l\u2019usage de ces outils. 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