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Artificial Intelligence (AI) & AI Literacy

Your quick guide to all things related to artificial intelligence, ChatGPT, and the ethics of using GenAI in higher education

ChatGPT & Beyond

Chat Generative Pre-Trained Transformer, or ChatGPT, is perhaps one of the most widely used AI software that is available for the public. It is a Large Language Model (LLM), which means that it is part of a group of neural networks – an algorithmic system that mimics the way the human brain processes information – that is trained on huge amounts of data to create predictive texts and other works. This training process, in which LLMs learn from the large quantity of data being fed, is called Machine Learning. The data that’s being incorporated are pulled from existing information, including online texts, images, and other internet-based sources. Generative AI, or GenAI, refers to any number of artificial intelligence software that’s used to complete predictive tasks. For example, ChatGPT uses available data to guess what the next likely word in a sentence would be until it generates an answer to a query.

However, it is important to note that, at this point in time, programs such as ChatGPT can’t exactly pinpoint or differentiate between accurate and inaccurate information. They can only make connections based on the data given, whether that’s information published in a Wikipedia article, an interest blog, or an ebook that is freely accessible online.  

Examples of Other Software

Artificial intelligence isn’t simply restricted to software like ChatGPT. It is used in a variety of disciplines and fields, ranging from healthcare, government sectors, law, art, social media, sports and health fitness, and many others. Software such as Microsoft’s CoPilot, Google’s Gemini chatbot, OpenAI’s codex, art image generators and prompt generators like Midjourney and DALL-E 3, among others, use GenAI and predictive analytics to produce text, accomplish administrative tasks such as scheduling or writing emails, and create images based on artistic styles and works found on the web. 

A number of AI tools have also been created to either assist with coding, or even generate code themselves. AI coding assistants such as Google’s DeepMind (which offers a suite of AI models that range from AI video and image generation, music creation, etc.), Tabnine, CodeT5 and CodeT5+, Deepcode AI, WPCode, Meta’s Code Llama, and many others, have the ability to build, run, and even test code. Despite the appeal of these coding tools–especially when it comes to optimizing and streamlining workflows–it bears repeating that these coding agents do not always yield accurate results and are susceptible to data security breaches.   

The following UMBC WikiLink, "Which GenAI platform should I use?" provides an informative breakdown of GenAI tools Gemini, CoPilot, Amplify, and ChatGPT that compares what each software can and can't offer. 

UMBC’s Division of Information Technology (DoIT) has also released a list of GenAI tools that has been verified, with links to a number of free versions of the tools for student use. Additional information concerning AI research, academic and instructional AI, and other resources can be found on their page as well. 

Additional References

Gordon, R. (2025, July 16). Can AI really code? Study maps the roadblocks to autonomous software engineering. MIT News. https://news.mit.edu/2025/can-ai-really-code-study-maps-roadblocks-to-autonomous-software-engineering-0716

Gustavsen, D., Surbaugh, H. M., & Emmons, M. (2025). Using Generative AI for Qualitative Coding. Library Trends, 73(3), 213–242. https://doi.org/10.1353/lib.2025.a961193

Lee, C. M. (2025, July 22). Replit’s CEO apologizes after its AI agent wiped a company’s code base in a test run and lied about it. Business Insider. https://www.businessinsider.com/replit-ceo-apologizes-ai-coding-tool-delete-company-database-2025-7

Li, X., & Kim, K. (2024). Impacts of generative AI on user contributions: evidence from a coding Q &A platform. Marketing Letters. https://doi.org/10.1007/s11002-024-09747-1

Misiejuk, K., Kaliisa, R., & Scianna, J. (2024). Augmenting assessment with AI coding of online student discourse: A question of reliability. Computers and Education Artificial Intelligence, 6, 100216. https://doi.org/10.1016/j.caeai.2024.100216

Tan, J. T., Gan, R. K., Alsua, C., Peterson, M., Sales, R. Ú., Gan, A. Z., Cernuda Martínez, J. A., & González, P. A. (2025). Psychological first aid by AI: Proof‐of‐concept and comparative performance of ChatGPT‐4 and Gemini in different disaster scenarios. Journal of Clinical Psychology, 81(8), 726–738. https://doi.org/10.1002/jclp.23808