Self-regulation needed for artificial intelligence tools.

Background Histological remission is an important target for Ulcerative Colitis (UC) treatment; however, scoring of histological images is time-consuming and prone to inter and intra-observer variability. Thus, a need exists for an accurate, reproducible, and reliable automated method. Previously, we demonstrated an Artificial Intelligence (AI) Tool using image processing and machine learning algorithms to measure histological disease activity using the Nancy index consistently and accurately.1 Here, we aim to enhance the capabilities of the AI Tool, by adding substantially more population-diversified training data while maintaining accuracy and robustness of results. Methods Eight global sites submitted 600 UC histological images. These were added to the 200 images previously used to train and validate the AI Tool. The 800-image dataset was divided into 2 groups: 90% used for training, 10% for testing. The novel AI algorithms were trained using state-of-the-art image processing and machine learning techniques based on deep learning and feature extraction. Cell and tissue regions of each training image were manually annotated, measured, and assigned a Nancy Index independently by 3 histopathologists, and used to further train the AI using over 43,000 characterisations. The AI Tool fully characterises histological images, identifying tissue types, cell types, cell numbers and locations, and automatically measures the Nancy Index for each image. Intra Class Correlation (ICC) and Confusion Matrix analyses were performed to evaluate the AI Tool and assess accuracy. Results The average ICC was 92.1% among the histopathologists and 91.1% between histopathologists and AI Tool, compared with 88.3% and 87.2% in the previous study.1 Confusion matrix analysis (Table 1) demonstrated the strongest correlation at the extremes of the Nancy Index, with 80% correlation between predicted and true labels for Nancy Scores of 0 or 4. When 2 adjacent scores were combined, correlations were stronger: 96% for a true Nancy score of 0 being predicted as 0 or 1, and 100% for a true Nancy score of 2 being predicted as 2 or 3. Conclusion By adding a larger number of images to the AI Tool training data, the robustness of the AI Tool was substantially improved while maintaining accuracy. The continued high correlation of AI Tool performance with the histopathologists reinforces the potential role for the AI Tool for IBD clinical applications. Fully characterising whole slides could standardise and validate an AI-driven scoring system for histology slides in IBD, eliminating the subjectivity of the human pathologist in assessment of disease activity.

This paper discusses the integration of artificial intelligence (AI) tools in education, delineating their potential to transform pedagogical practices alongside the challenges they present. Generative AI models like ChatGPT, had a disruptive impact on teaching and learning, due to their ability to create text, images, and sound, revolutionizing educational content creation and modification. However, nowadays the educational community is polarized, with some embracing AI for its accessibility and efficiency thus advocating it as an indispensable tool, while others cautioning against risks to academic integrity and intellectual development. This document is designed to raise awareness about AI tools and provide some examples of how they can be used to improve education and learning. From an educator’s perspective, AI is an asset for curriculum development, course material preparation, instructional design and student assessment, while reducing bias and workload. For students, AI tools offer personalized learning experiences, timely feedback, and support in various academic activities. The Turkish Biochemical Society (TBS) Academy recommends educators to embrace and utilize AI tools to enhance educational processes, and engage in peer learning for better adaptation while maintaining a critical perspective on their utility and limitations. The transfer of AI knowledge and methods to the teaching experiences should complement and not replace the educator’s creativity and critical thinking. The paper advocates for an informed embrace of AI, AI fluency among educators and students, ethical application of AI in academic settings, and continuous engagement with the evolving AI technologies, ensuring that AI tools are used to augment critical thinking and contribute positively to education and society.

The integration of artificial intelligence (AI) tools in the workflow of scholarly writing, including scientific and medical writing, offers transformative advantages while raising critical ethical and practical concerns. Among the pros, AI substantially enhances efficiency by automating several time-consuming tasks such as literature review, data synthesis and text editing. In particular, tools such as ChatGPT, Grammarly, and SciSpace Copilot remarkably empower researchers when they draft, refine, and format manuscripts, increasing precision and speed. In addition, AI tools may foster inclusivity by assisting non-native English speakers with seamless translations and also enabling interdisciplinary collaboration, thereby hopefully democratizing access and boosting scientific communication and cooperation. However, the rapid adoption of novel AI tools brings significant challenges. First, there is a distinct risk of perpetuating biases in training datasets, and other key issues include ambiguity in authorship accountability and the potential erosion of critical thinking skills. In addition, AI tools could be purposefully misused to generate mock datasets and fraudulent papers (e.g. by paper mills), and this clearly poses a threat to academic integrity. This challenge is all too pressing given that traditional plagiarism detection tools often fall short against sophisticated AI-generated content. We hereby explore the pros and cons of AI on medical writing, poignantly leveraging Sergio Leone’s The Good, The Bad, and The Ugly movie as a metaphor. By providing general concepts as well as focusing on several key AI tools, we are hopeful this overview may prove useful to anyone wishing to conscientiously adopt AI tools for scientific writing. In addition, we make a compelling case for transparent guidelines, robust and freely available detection mechanisms, and ongoing critical oversight to ensure AI will be able to serve as a catalyst for innovation and dissemination without compromising the credibility of scholarly endeavors.

The paper presents the results of the research study conducted on students at the Faculty of Humanities and Social Sciences in Zagreb (FHSS), Croatia, at the end of 2024, focusing on their experiences with artificial intelligence (AI) tools, and its use in academic activities, students' trust in AI, and the future use of AI by students. While over 81 % of respondents reported using AI tools for study purposes, more than 89% did not receive any education about AI and expressed a need for such education. Generative AI tools for text creation are the most frequently used type of AI tools, but students still require additional knowledge to use them effectively. AI tools are also utilized for seeking advice, finding information, being available 24/7, and assisting in writing student papers, though not yet on a massive scale. Teachers remain the most trusted source for information and for recommending AI tools. Despite known shortcomings of AI tools such as content errors, potential costs and ethical or privacy concerns, students expressed their intention to continue using AI tools in the future.

Purpose: This analysis aims to propose guidelines for artificial intelligence (AI) research ethics in scientific publications, intending to inform publishers and academic institutional policies in order to guide them toward a coherent and consistent approach to AI research ethics.Methods: A literature-based thematic analysis was conducted. The study reviewed the publication policies of the top 10 journal publishers addressing the use of AI in scholarly publications as of October 2024. Thematic analysis using Atlas.ti identified themes and subthemes across the documents, which were consolidated into proposed research ethics guidelines for using generative AI and AI-assisted tools in scholarly publications.Results: The analysis revealed inconsistencies among publishers’ policies on AI use in research and publications. AI-assisted tools for grammar and formatting are generally accepted, but positions vary regarding generative AI tools used in pre-writing and research methods. Key themes identified include author accountability, human oversight, recognized and unrecognized uses of AI tools, and the necessity for transparency in disclosing AI usage. All publishers agree that AI tools cannot be listed as authors. Concerns involve biases, quality and reliability issues, compliance with intellectual property rights, and limitations of AI detection tools.Conclusion: The article highlights the significant knowledge gap and inconsistencies in guidelines for AI use in scientific research. There is an urgent need for unified ethical standards, and guidelines are proposed for distinguishing between the accepted use of AI-assisted tools and the cautious use of generative AI tools.

Background: Artificial intelligence (AI) tools have demonstrated success in US medical licensing examinations; however, their utility in infection prevention and control (IPC) remains unknown. Methods: The program of hospital epidemiology handles consultation calls and records each question and answer. Using 2022 data, we selected 31 frequently asked questions. We utilized four AI tools, including Chat GPT-3.5 and 4.0, Bing AI, and OpenEvidence, to generate answers. We predefined scales (Table 1) to capture responses by three reviewers, including two hospital epidemiologists and one infection preventionist. The mean score of ≥ 3 and ≥ 4 was considered acceptable in accuracy and completeness, respectively. We reported the percentage of responses with acceptable accuracy and completeness out of assessed questions for each category. Results: Among 31 questions, 16 were associated with isolation duration, 9 with healthcare personnel (HCP) exposure, 4 with cleaning contaminated rooms, and 2 with patient exposure. Regarding accuracy, most AI tools performed worse in questions about isolation duration, ranging between 75% and 93.8%. All AI tools, except OpenEvidence, had a 100% accuracy rate for HCP and patient exposure. All AI tools had a 100% accuracy rate for contaminated room handling. The highest overall acceptable accuracy rate was observed in Chat GPT-3.5. Regarding completeness, most AI tools performed worse in questions about isolation duration, ranging between 44% and 75%. All AI tools, except OpenEvidence, had a 100% completeness rate for contaminated rooms and patient exposure. The highest overall acceptable completeness rate was observed in Bing AI (Table 2). Conclusions: All AI tools provided reasonable answers to commonly asked IPC-related questions, although, there were variations among different tools used. AI could be used to supplement the infection control program, especially if resources are limited.

Technical English (TE) proficiency is crucial for the future careers of polytechnic students. While Artificial Intelligence (AI) tools offer significant potential to enhance language learning, their effectiveness relies on student acceptance and use. There is limited understanding of what drives polytechnic students to adopt these tools specifically for TE. This study aims to identify the key factors influencing polytechnic students' acceptance and use of AI tools in this context and employ a quantitative approach based on the Technology Acceptance Model (TAM) and Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze survey data collected from 100 Polytechnic Kota Bharu (PKB) students enrolled in TE courses. The research investigates core antecedents, primarily perceived usefulness (PU) and perceived ease of use (PEOU), and their impact on students' behavioral intention (BI) to use AI tools. The potential influence of external factors such as social influence and lecturer support are examined. The study found PEOU was identified as a critical antecedent, which significantly positively affected PU and BI. The study reaffirmed the significant predictive power of BI on AU, indicating that students' stated intentions reliably translate into their subsequent usage behaviour. This research will offer practical recommendations for educators seeking to integrate AI tools effectively into TE instruction. Theoretically, this study contributes to understanding technology adoption within the specific domain of technical and vocational language education, providing valuable insights for leveraging AI to improve essential communication skills for aspiring technical professionals.

This study aims to explore English Language Education Study Program (ELESP) students' perceptions of the use of artificial intelligence (AI) tools in supporting their academic writing processes and identify the benefits and limitations they encounter when using these tools in their writing process. Six sixth-semester students from the ELESP were purposively selected based on their prior engagement with AI tools such as ChatGPT, Grammarly, or QuillBot in academic writing tasks. Data were collected through semi-structured, in-depth interviews that allowed participants to express their experiences openly while giving the researcher flexibility to probe further when necessary. Thematic analysis was used to analyze the findings. The findings indicate that the majority of students perceive AI paraphrasing tools as highly useful in the writing process, both in the linguistic and affective dimensions. The majority of EFL students also perceive AI tools as providing substantial benefits in supporting academic writing. Given these insights, it is suggested that educators and institutions integrate AI tools into writing pedagogy while providing explicit guidance on ethical and critical use.

Purpose This study reviews the extent of application of artificial intelligence (AI) tools in the construction industry. Design/methodology/approach A thorough literature review (based on 165 articles) was conducted using Elsevier's Scopus due to its simplicity and as it encapsulates an extensive variety of databases to identify the literature related to the scope of the present study. Findings The following items were extracted: type of AI tools used, the major purpose of application, the geographical location where the study was conducted and the distribution of studies in terms of the journals they are published by. Based on the review results, the disciplines the AI tools have been used for were classified into eight major areas, such as geotechnical engineering, project management, energy, hydrology, environment and transportation, while construction materials and structural engineering. ANN has been a widely used tool, while the researchers have also used other AI tools, which shows efforts of exploring other tools for better modelling abilities. There is also clear evidence of that studies are now growing from applying a single AI tool to applying hybrid ones to create a comparison and showcase which tool provides a better result in an apple-to-apple scenario. Practical implications The findings can be used, not only by the researchers interested in the application of AI tools in construction, but also by the industry practitioners, who are keen to further understand and explore the applications of AI tools in the field. Originality/value There are no studies to date which serves as the center point to learn about the different AI tools available and their level of application in different fields of AEC. The study sheds light on various studies, which have used AI in hybrid/evolutionary systems to develop effective and accurate predictive models, to offer researchers and model developers more tools to choose from.

The rapid integration of Artificial Intelligence (AI) tools, such as ChatGPT, DeepSeek, etc., into academic and professional settings has raised important questions about their influence on human cognition. This study examines the relationship between reliance on AI tools and critical thinking skills, with a particular focus on cognitive load. A quantitative survey design was employed, using structured questionnaires to collect data from 350 university students across diverse disciplines. Measures assessed the extent of AI usage, perceived cognitive load, and levels of critical thinking. AI tool use and critical thinking while controlling for demographic and educational factors. Findings indicate that frequent use of AI tools is associated with significantly lower reported cognitive load during complex tasks (β = –0.37, p < .01) but also with slightly lower self-assessed critical thinking skills (β = –0.21, p < .05). Results suggest that while AI support can reduce mental effort, it may inadvertently discourage deeper engagement with information. Implications for education and workplace training include encouraging deliberate reflection and structured critical analysis when integrating AI tools.

In the dynamic field of programming education, integrating artificial intelligence (AI) tools has started to play a significant role in enhancing learning experiences. This paper presents a case study conducted during a foundational programming course for first-year students in higher education, where students were encouraged to utilize generative artificial intelligence programming copilot extensions in their programming IDE and browser-based generative AI tools as supportive AI tools. The primary objective was to observe the impact of AI on the learning curve and the overall educational experience.Key findings suggest that the introduction of AI tools significantly altered the learning experience for students. Many who initially struggled with grasping elementary programming concepts found that AI support made understanding basic programming concepts much easier, enhancing their confidence and skills. This was particularly evident in the reduced levels of anxiety typically associated with early programming learning, as the AI copilot provided a non-judgmental, always-available source for clarifying doubts, including queries that students might hesitate to ask in a traditional classroom setting.Notably, some students leveraged the AI to generate similar exercise problems, reinforcing their understanding and skills. The AI's capability to address basic queries also freed up the instructor's time, allowing for more personalized student guidance in more advanced problems. This shift in the instructional dynamic further contributed to a learning environment where students felt more comfortable engaging with complex topics, thereby reducing the psychological barriers often linked with early-stage programming education.The course's structure, enriched by AI, enabled students to delve into more complex programming constructs earlier than traditional curricula would allow. For instance, students were tasked with simulating basic e-commerce operations, such as user registration, product browsing, and cart functionalities. These practical challenges naturally introduced advanced concepts like external data storage, unit testing, and user interface design, which are typically reserved for more advanced courses. With the help of generative AI programming copilot tools, students at any programming skill level were able to develop nearly functional complex structures. Interestingly, even when their projects were not fully functional, students remained motivated. Instead of feeling discouraged by these imperfect outcomes, they showed resilience and a keen interest in understanding and improving their code. This reaction is a significant shift from traditional learning settings, where unfinished or flawed projects often lead to increased anxiety or a drop in motivation.Furthermore, the AI's proactive suggestions inspired students to explore beyond the curriculum. Advanced learners delved into databases, cryptography libraries in Python, and even more advanced user interface design, ensuring that they remained engaged and challenged. This elementary course, enhanced by generative AI tools, also inspired students to learn other programming languages since they now learned that individual learning is more available with the aid of generative AI.In conclusion, the integration of AI in programming education offers a promising avenue for enhancing both the learning experience and outcomes. This case study underscores the potential of AI to revolutionize traditional teaching methodologies, fostering a more dynamic, responsive, and inclusive learning environment.This paper handles the results, possibilities and challenges of AI empowered education in programming. It also gives practical examples as well as future research perspectives.

This chapter explores the practical applications of artificial intelligence (AI) tools in enhancing business efficiency, demonstrating how AI-driven solutions can streamline operations, optimize decision-making, and foster innovation across various industries. It provides a structured guide to understanding AI-powered business applications, including machine learning algorithms, predictive analytics, automation tools, and AI-driven customer engagement systems. Through real-world case studies, the chapter highlights how businesses of all sizes—from small startups to large corporations—can leverage AI to reduce costs, improve productivity, and gain competitive advantages. The discussion includes scalable AI solutions, debunking the myth that AI is only accessible to large enterprises. The chapter also examines sector-specific AI applications, showcasing AI’s impact in finance, healthcare, marketing, retail, manufacturing, and logistics. Additionally, this chapter addresses the ethical and societal implications of AI adoption, including privacy concerns, algorithmic bias, workforce transformation, and regulatory considerations. It provides a practical roadmap for AI implementation, guiding business owners in identifying the right AI tools, overcoming challenges, and ensuring responsible AI integration. By the end of this chapter, readers will have a clear understanding of the AI landscape, including how to strategically implement AI tools to maximize business efficiency while maintaining ethical integrity.

- The rapid technological developments in recent decades provide most effective expertise business environment for the Entrepreneurs. In this digital era, the Entrepreneurs need to respond quickly to the increasing demands from the consumers. Artificial intelligence (AI) is a dominant technology with machine learning capabilities, which are currently used in all the business sectors. A recent trend in Artificial Intelligence highly concentrates on the development of machine learning based applications which change the landscape of business industry. The emerging AI tools handles massive amount of business data efficiently and facilitate almost every business operation which in turn increases productivity. Eventually, the advance in technology also brings several business risks and challenges. This paper briefly describes the impact of Artificial Intelligence in Business and explores latest Artificial Intelligence applications and tools available in business environment which lowers the operational expenses and become boon for Entrepreneurs. This paper also discusses some of the major challenges in business and supportive AI tools which offers operative solution to overcome these challenges particularly in the three major business fields namely Finance, Marketing and Human Resources, as well as to improve the business efficiency. Keywords: Artificial Intelligence, Business Challenges, AI Tools, Finance, Marketing, Human Resources.

Objective: To explore the perception of university students on the use of Artificial Intelligence (AI) tools for the development of autonomous learning. Theoretical Framework: The research is based on Technological Acceptance Theory and Constructivism, focusing on the perception of AI in autonomous learning of university students. Method: Quantitative approach with a descriptive scope, the sample consisted of 665 students enrolled in the Faculty of Education Sciences and Languages (FCEI) of the Peninsula de Santa Elena State University (UPSE)-Ecuador; in the collection of information, the Questionnaire of Perception on the Use of Artificial Intelligence for Autonomous Learning was designed based on 4 dimensions of both variables, and the statistical program SPSS version 29 was used for data processing. Results and Discussion: The results indicate that students show a favorable perception towards the use of AI tools for the autonomous learning process, however, although AI is recognized as a potential tool in university environments, there are still challenges to be overcome. Research Implications: The study has practical implications for strengthening in students the digital competencies needed to effectively use AI tools in their autonomous learning. Originality/Value: The research provides data on the perception of AI tools among university students, offering a starting point for future technology integration strategies in universities.

This study investigates the effectiveness of Artificial Intelligence (AI) and Deep Learning (DL) tools in enhancing academic journal writing skills among students in the Arabic Language Education program at UIN Maulana Malik Ibrahim Malang. Utilizing a mixed-methods approach within a quasi-experimental design, the research involved 90 final-year students divided into experimental and control groups. The intervention group employed AI-based tools such as ChatGPT, Grammarly, and Quilbolt throughout the writing process, while the control group relied on conventional methods. Data were collected through pre-test and post-test assessments, reflective journals, and structured questionnaires. Quantitative results showed a statistically significant improvement in writing performance among students who used AI tools, with large effect sizes (Cohen’s d > 1.0). Qualitative findings revealed that students engaged critically with AI outputs, valued teacher feedback, and developed ethical awareness regarding authorship and originality. The integration of AI tools also increased student confidence, enhanced writing fluency, and promoted autonomous learning. However, limitations in semantic precision and rhetorical fit especially in theology-specific content necessitated human revision. These findings affirm the role of AI as a cognitive scaffold in academic writing and highlight the need for culturally responsive, ethically guided AI integration in language teacher education.Keywords: Artificial Intelligence, Academic Writing, Deep Learning, Arabic Education, Cognitive Scaffold