Elicit is a research assistant using language models like GPT-3 to automate parts of researchers’ workflows. Currently, the main workflow in Elicit is Literature Review. If you ask a question, Elicit will show relevant papers and summaries of key information about those papers in an easy-to-use table.
Notebook, a new workflow to make collaborative research like systematic reviews easier. Search, chat, and extract from papers > Share notebooks with anyone, even those who don’t have accounts > Screen papers for systematic review with yes/no/maybe > Filter search results by journal quality or paper content > Export search results to a RIS file.
When the AI recognizes certain types of research questions, this functionality may be activated. It will examine a selection of some studies and provide a summary along with a Consensus Meter illustrating their collective agreement. Try this search: Is white rice linked to diabetes? The Consensus Meter reveals the following outcomes after analyzing 10 papers: 70% indicate a positive association, 20% suggest a possible connection, and 10% indicate no link.
Each keyword search or AI query generates a synthesis report with citations. To adjust the search results, simply click on the Re-Generate button to refresh the report and the accompanied citations. After that click on Follow-Up Questions to go deeper into a specific area or subject.
When you read a paper, under Basic Information select any of the following tools to get more information: Basic Information > Related Paper Graph> Paper Espresso > Paper Q&A, and > Notes. The Related Paper Graph will present the related studies in a visual map with relevancy indication by percentage.
Read or upload a document and let Paper Espresso analyze it for you. It will organize the content into a standard academic report format for easy reference: Background and Context > Research Objectives and Hypotheses > Methodology > Results and Findings > Discussion and Interpretation > Contributions to the field > Structure and Flow > Achievements and Significance, and > Limitations and Future Work.
100s of millions of academic articles and covers more than 90%+ of materials that can be found in major databases used by academic institutions (such as Scopus, Web of Science, and others). See its FAQs page. Search algorithms were borrowed from NIH and Semantic Scholar.
The default “Untitled Collection” will collect your search histories, based on which Research Rabbit will send you recommendations for three types of related results: Similar Works / Earlier Works / Later Works, viewable in graph such as Network, Timeline, First Authors etc.
Neonatal mortality, Post-neonatal mortality, Stillbirths, Low birth weight, Malnutrition, Infectious diseases, Vaccination, Maternal health, Access to healthcare, Poverty, Social inequality, Sanitation, Hygiene, Water quality, Childbirth complications, Congenital abnormalities, Birth defects, Maternal age, Under-five mortality, Child mortality, Perinatal mortality, Preterm birth, Low birth weight, Sudden infant death syndrome (SIDS), Maternal mortality, Postnatal care, Malnutrition, Immunization, Access to healthcare, Clean water and sanitation, Congenital anomalies, Infant health disparities, Infant mortality rate (IMR), Infant survival.
I am going to conduct a systematic review on games and mathematics related to K-12 education I want you to act as a systematic review expert. I will ask you some questions related to my research topic and you advise me on how to do it.
Please note that the above prompts are merely for illustrative purposes. Actual questions may contain more specific instructions. As an example, for the first question, could you provide guidance on how to identify relevant publications? Specifically, can you provide a list of the primary databases and grey literature sources related to my topic?
The ERIC Thesaurus contains nearly 12,000 terms, including more than 4,500 descriptors and 7,000 synonyms1. You can use the term “Academic Achievement” or its synonyms such as “Educational Achievement”, “Student Achievement”, “Academic Performance”, “Academic Success”, “Learning Achievement” and more.
For psychology, some recommended grey literature databases include PsycEXTRA and PsyArXiv. PsycEXTRA is a database of grey literature material relating to psychology, behavioral sciences and health. PsyArXiv is a psychology archive designed to facilitate rapid dissemination of psychological research.
SERVCO: This is a modified version of SERVQUAL that includes a sixth dimension, "cost," in addition to the five original dimensions. It was developed by Sureshchandar et al. (2002) to address the importance of cost in service quality evaluation.
Use a basic prompt like "Please summarize ...." or add a REFERENCE TEXT that provides the necessary information about what you want it to focus or how the summary or resolution should look like. The reference could be a quote, an excerpt, a partial sentence, a conversation, an abstract, a code snippet and so on. Formula: Specify a role > assign a task > provide a reference text.
Prompt: As a research assistant specializing in renewable energy, your task is to locate comparable research studies based on the provided abstract from an article: "This paper discusses the perspective of renewable energy (wind, solar, wave and biomass) in the making of strategies for a sustainable development. Such strategies typically involve three major technological changes: energy savings on the demand side, efficiency improvements in the energy production, and replacement of fossil fuels by various sources of renewable energy."
Please read this article and summarize it for me - "Who Should I Trust: AI or Myself? Leveraging Human and AI Correctness Likelihood to Promote Appropriate Trust in AI-Assisted Decision-Making" and then find 5 similar studies and please also summarize each for me.
You can also leverage ChatGPT 3.5 to convert your search results into a review matrix. Begin by searching an academic database and saving the outcomes in a plain text file. Next, extract only the needed information such as titles, authors, and abstracts, and incorporate them into your input prompt. Given ChatGPT's token limit for input, roughly about 1000 words, focus on extracting the necessary details. Should the file size be too large, consider splitting the task into several conversions and subsequently combining them.
We live in fascinating and/or potentially frightening times. As technologies once considered futuristic start becoming commonplace, they could radically reshape our lives, as well as bring up new ethical concerns. But how does this affect you as a student?
DeepseekArtificial Intelligence has become much-talked-about in recent years because of the invention of Generative AI, such as the Large Language Model used by ChatGPT. Generative AI tools are able (or at least attempt) to understand and generate human language. They do this by analysing enormous banks of data. ChatGPT’s model was trained on billions of webpages, including Wikipedia and Reddit. They identify patterns, and then apply those patterns in response to a prompt. This makes them very powerful and easy to use, which makes it all the more important for you as a responsible student to learn how to use them carefully, if you choose to use them.
AI tools are not all-knowing arbiters of truth. In fact they are often known to ‘hallucinate’, which is when AI generates false information because it has misinterpreted data and seen a pattern that does not exist in reality.
AI tools do not have access to materials behind paywalls, which includes most academic journals. This means that any research they conduct will not be complete or academically rigorous. For example, if you ask an AI about a topic, it might base its answer on opinion pieces in newspapers but not journal articles written by academic experts on the topic.
AI tools may not know about recent events or research. They do not sweep the internet everyday, their outputs are based on data which could be from years ago. For example, at the time of writing, ChatGPT has limited knowledge about what’s happened in the world since 2021.
For all these reasons, you need to be careful when using AI – you still need to use the critical thinking abilities of your human brain! To help you navigate Artificial Intelligence, here are some do’s and don'ts:
When talking to AI tools, use short, simple sentences and precise, specific words to describe exactly what you want, including the format you want the response to be in. If it doesn’t understand your question, try phrasing it a different way with different words.
Never use AI to write essays for you. Learning how to research thoroughly, think critically and write persuasively are key skills you can gain from your course. You will not gain these skills if you get an AI to do the work for you. You risk being suspended from your course if you submit AI-generated work without explicitly stating that it is AI-generated. Assessed work is monitored for the use of Artificial Intelligence.
Do not use AI tools to generate bibliographies. It will generate completely fictitious books and articles. Remember that the AI is generating what it thinks sound like relevant citations, it is not checking whether those citations actually exist. Even if the citations it generates exist, the references may not be formatted correctly or include all of the necessary information.
Never rely on AI for research. Use multiple sources to make sure that your discoveries and insights have reliable foundations. We have over 100 million authoritative articles, books and other items in the Online Library. Our Summon search engine is an excellent research tool which searches across the databases we subscribe to.
Before getting students to use AI, it is important to understand their attitude and knowledge regarding this technology. Such insights can be gathered via a pre-course survey asking students what they think about AI generative tools, what they use AI for, and if they think it is useful to integrate the tool into classroom.
Lance Eaton, writer, educator, instructional designer at College Unbound and his team launched an anonymous student survey to study the use of ChatGPT, while involving students in developing AI usage policy. They also thought about creating a credit course in which students can actively explore ChatGPT, and other AI tools.
Adjusting classroom policies is considered among the top priorities of institutions when embracing AI technology. According to Dr. John FitzGibbon, Associate Director for Digital Learning Innovation in CDIL at Boston College, having clear policies regarding AI use brings a layer of transparency and honesty to students. They will be well aware of the specific tasks where AI is helpful or unhelpful; when using AI means cheating; how citation works, and more.
That is, instructors need to first help students identify the capacities and restrictions of AI tools: what they can and can not do. Dr. Fitzgibbon shares a great example of how he involved his students in discovering AI capacities. For each mid-term test question, he provided students with 4 answers (one of which was generated with ChatGPT) and asked them to choose which one is the best. Most students went for the AI-generated option since it was well written with sufficient reasoning and information. It was then he pointed out that this answer is actually bad, due to lack of proper referencing or weak reasoning. By doing this, students are immediately aware of AI limitations and more critical of the AI-generated content. Dr. Fitzgibbon concluded:
“Just be transparent with students about AI. Here it can be an expert for these reasons. It's not good here. And then here's how my expectations of your work has changed. Or, like, here's how you can use ChatGPT in your own work in this course. I've been very clear with students about how ChatGPT should be used, its limitations, its positives, etc.”
Once universal policies and expectations have been established and clearly communicated, students are encouraged to utilize AI tools in content generation processes. At this stage, students are free to explore the capacities of AI in different activities with the help of instructors. But first, they need to learn to produce quality prompts for AI generative tools.
It is true that AI generative tools like ChatGPT can produce anything, from an academic essay, curriculum vitae, to coding script, promotional materials, speeches, short stories, and much more. However, we can’t just simply provide basic prompts then expect AI to deliver well-written products. Getting good writing out of AI requires curation of specific and elaborate prompts, and this should be emphasized and highlighted for students at the beginning.
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