The aim of this study has been to investigate how ChatGPT is portrayed in the Swedish newspapers Aftonbladet and Dagens Nyheter. Previous research shows that Swedes feel that they have relatively little knowledge of what artificial intelligence is. At the same time, news media are predicting that ChatGPT will have far-reaching consequences across society, and concerns are being raised about how the development could potentially lead to the end of humanity. The mass media's reporting on various issues has an influence on how the public perceives the issue, according to theories about the effects of the media. This may justify investigating how the reporting around ChatGPT takes shape. The method that has been applied is a qualitative thematic content analysis. The application of the method has been done by identifying patterns (themes) in the empirical material, based on the study's questions: (1) Which themes frame the depiction of ChatGPT? (2) What opportunities and risks are raised with the use and development of ChatGPT? (3) What potential differences exist between the newspapers' reporting on the issue? The identified themes have then been interpreted and related to previous research and studies of theoretical frameworks, which includes Agenda Theory, Framing, and Priming. In the empirical material, eight themes, which can be found in both papers, have been identified. Prominent themes linked to the first question are Society-changing, Breakthrough in AI development, Competent and Limited. Based on the second question, the themes Helping the individual, Helping society, Threats to human dominance, and Manipulation and misuse have been identified. Even though the same themes have been identified in both newspapers, there are some differences regarding how they take shape and how prominent they are in each newspaper. Moreover, the result gives an indication that a certain shift in news media's portrayal of opportunities and risks linked to AI has occurred, in the sense that news outlets have become more critical in their coverage of AI.

The development of artificial intelligence (AI) has revolutionised the way we interact with technology and each other, both in society and in professional careers. Although they come with great potential for productivity and automation, AI systems have been found to exhibit biases that reflect and perpetuate existing societal inequalities. With the recent rise of artificial intelligence tools exploiting the large language model (LLM) technology, such as ChatGPT, Bing Chat and Bard AI, this research project aims to investigate the extent of AI bias in said tools and explore its ethical implications. By reviewing and analysing responses to carefully crafted prompts generated by three different AI chatbot tools, the author will intend to determine whether the content generated by these tools indeed exhibits patterns of bias related to various social identities, as well as compare the extent to which such bias is present across all three tools. This study will contribute to the growing body of literature on AI ethics and inform efforts to develop more equitable and inclusive AI systems. By exploring the ethical dimensions of AI bias in selected LLMs, this research will shed light on the broader societal implications of AI and the role of technology in shaping our future.

This ethnographic study investigates how ChatGPT meets information needs, andthe difference in functional outcomes when using ChatGPT in a reference transaction compared to a librarian. The theoretical starting point is Taylor's theories on information needs and filters, commands and questions. The study is based on empirical material consisting of observations of libraries and of ChatGPT. The empirical material is analyzed using analytical autoethnography, thick description, and Childer's system for evaluating reference transactions. The purpose of the thesis is to investigate how ChatGPT performs in reference transactions compared to librarians. The study shows that ChatGPT meets information needs in a different way than librarians. The biggest difference in functional results is that ChatGPT's responses are incorrect more frequently than the librarians. ChatGPT not only makes dubious claims, it also hallucinates and recommends books that do not exist. This thesis can be used as a basis for further research, as well as support for public libraries that want to use AI technology in reference transactions.

In this thesis I examine current and future uses of Big Data in archaeology. New technologies have enabled a range of data capture, data storage, and analyses. Digitization in our society has brought new ways of working for archaeologists and the increased amount of data affects how we can understand the world. Big Data reshapes the research process and creates new risks and opportunities for digital archaeology. Several sources have been examined in order to understand what this looks like in archaeology, such as articles published in the journal Internet Archaeology, a questionnaire answered by archaeologists and digital humanists, interviews by two representatives of archaeology, one representative of digital humanities and a chatbot.  The archaeological material has become more accessible. Big Data contributes to data-driven science which enforces a paradigm shift. As data is created faster in various ways and to a voluminous extent archaeologists are forced to work with issues related to the management and storage of data. Digital humanists and archaeologists emphasize that Big Data brings efficient working methods and analyses that can contribute with new questions and reliable knowledge. This can increase the relevance of humanities subjects in the research community. That being said, the nature of Big Data often includes quantitative structured data and its result can be characterized as objective and trustworthy. Perceptions of data as bias-free and that Big Data affects theory to become obsolete may jeopardize the use of source criticism. There is a lack of standardization in how to measure and store data in archaeology which contributes to decontextualization of data. I urge that archaeologists should reflect on how cutting edge data-modeling and AI-modeling can assist in the research process as well as how ethical aspects of data should be considered in order not to risk interpretations overlooking people, places and practices.

De senaste åren har generativa AI-modeller såsom ChatGPT blivit ett populärt fenomen inom fleraområden, inklusive utbildning inom programmering. Frågor som uppstår i samband med detta är hur verktyg som ChatGPT kan påverka studenter samt hur utbildning kan anpassas med tanke på verktyget inverkan. Denna studie har valt att rikta in på hur användning av generativ AI påverkar studenters inlärningsmotivation och tilltro till att klara av programmeringsuppgifter. Studien syftar även till att fånga in studenters perspektiv kring hur de uppfattar att man bör anpassa utbildning för att hantera detta nya fenomen med utgångspunkt i utlärning av prompter. Studien har kommit fram till att studenterna som intervjuats har upplevt ökat tilltro till att klara av och lösa uppgifter med vid användning av generativ AI. Flera av studenterna hade också upplevt en ökning i inlärningsmotivationen på grund av generativ AI. Perspektiven studenterna hade gällande anpassning av utbildning uppfattade flera att utlärning av prompter som ett effektivt sätt att integrera generativ AI inom programmeringsutbildningar. Samtidigt uppfattade andra studenter vissa aspekter som viktigare att fokusera på gällande hur utbildning bör förhålla sig till generativ AI där bland annat ökad redovisning av uppgifter och ändring av svårighetsgraden på uppgifter beskrevs som viktigare anpassningar.

This study assesses the translation accuracy of ChatGPT-4 against two human translators, Donald Keene and Mark Gibeau, focusing on the first 50 sentences of Osamu Dazai's Japanese novel "Ningen Shikkaku" translated into English. In the rapidly advancing field of artificial intelligence, where AI increasingly integrates into fields such as translation traditionally occupied by humans, it examines the effectiveness and reliability of AI incapturing both the literal and figurative meaning of a literary text. A significant gap in the field is the scarcity of comparative studies between AI and human translators, and all the more so in Japanese-English translation. Most existing research on AI translation focuses on European languages or evaluates AI against other machine translation tools. The study employs a translation quality assessment framework based on how erroneous the translations are, where either one or two points are deducted for each error depending on severity to evaluate the accuracy of each translation. The identified error types are grounded on the standardized error marking system utilized by the American Translators Association, and endeavors to provide an objective measure of translation quality. The results of the study show that ChatGPT-4's translation incurred the least number of point deductions, roughly half as many as those of Gibeau and Keene. Gibeau's translation rankedsecond in accuracy, with Keene's trailing closely behind. The results also reveal that Keene's translation errors typically stemmed from altered words and phrases, while Gibeau's translation rather added, intensified, or omitted elements. ChatGPT-4's translation had fewer errors overall, except in relation to literalness. It is discussed that the utility of AI in literary translation varies depending on whether accuracy or aesthetic is most valued. Nevertheless, translators can already at present utilize AI to manage routine tasks and accelerate translation processes, enabling them to concentrate on aspects such as flow, rhythm, and readability.

The purpose of this study is to explore the possibilities that the highly popular ChatGPT utility might have on education, and more specifically, how it could impact language development in the Swedish EFL classroom. This will be attained through a qualitative method and through multiple observations in real-life situations with students from upper secondary school. Additionally, for a more profound analysis this will then be combined with follow-up interviews with two educating teachers. The observations presented mixed results with some students displaying positive feelings towards ChatGPT while others reacted negatively to its extensive replies to simple inquiries. This proved to be valuable empirical data for this study's analysis. Therefore, this study has concluded that ChatGPT as a didactic tool, should be used in a controlled situation, and explained thoroughly with a specific intentional purpose. In other words, ChatGPT could be used in different teaching situations to enforce students' abilities or to ease the cognitive burden that many students experience when writing texts, as can be explained by cognitive load theory (Sweller, 1988, p. 277). If the messages from the text-generator are clear, informative, personal, and concise it could be used to aid students in their writing process. However, the different complications that arise with the use of ChatGPT including a negative effect on student self-esteem must be considered.

Access to the internet is more available than ever before for small children and adolescents, along with an increasing number of channels for using Generative Artificial Intelligence (GAI). For parents of children and teens, this is a new frontier with innovative tools, terminology, and effects that test the integrity of existing parental mediation strategies for modern media. The lack of research aimed at parental awareness of GAI or how this tech can influence children’s well-being led us to fill this current gap and gain valuable insights for future use. The present study explores the current state of parental awareness regarding GAI and its effects on the well-being of children and what mediation strategies parents employ to mitigate these effects. By using the Parental Mediation Theory (PMT) as a theoretical framework, patterns gathered through conducting semi-structured interviews with parents (N=10) are identified with thematic analysis. Through these interviews, themes are uncovered that shed light on how parents perceive GAI in the context of the effects that such technology has on their children, as well as how it could impact their children’s well-being in the future. The conclusion of this study reveals that while most parents know about GAI, many parents are not aware of the less-familiar effects of this technology being used for media manipulation, chatbot companionship or educational assignments that can have a potentially negative impact on the well-being of their children. Stemming from the PMT, a new parental mediation strategy emerged from an analysis of the collected data. This strategy is called ‘planned mediation’ and it serves to proactively protect children from GAI and its less-familiar effects, rather than responding reactively with the mediation strategies that currently exist.

Utvecklare ställs inför ständigt mer komplexa problem och utmaningar som kräver innovativalösningar. Traditionellt har de använt kollegor, forum och dokumentation som resurser för attbolla idéer och utarbeta lösningar. Med de senaste framstegen inom artificiell intelligens (AI)har nya möjligheter öppnats upp. AI har potentialen att fungera inte bara som ensamtalspartner utan också som en kritiker och problemlösare i utvecklarens arbetsflöde.Denna studie utforskar interaktionen mellan utvecklare och ChatGPT i deras dagliga arbetemed ett särskilt fokus på hur ChatGPT kan användas som ett bollplank. Genom en kvalitativforskningsmetod, baserad på djupgående semistrukturerade intervjuer med nio utvecklare,undersöker studien hur dessa utvecklare integrerar ChatGPT i sina arbetsflöden och vilkaverktyg och metoder de använder för att underlätta denna interaktion. Analysen belyser ocksåChatGPT bidrag till problemlösning och beslutsfattande samt de tekniska och organisatoriskautmaningar som utvecklarna möter.Resultaten visar att ChatGPT är ett värdefullt verktyg för att förbättra kodkvaliteten, skapatemplates och boilerplate-kod samt för att effektivisera dokumentation ochöversättningsprocesser. Dock identifierades begränsningar såsom långsam respons, behovetav specifika formuleringar och svårigheter med att hantera komplexa eller nischade problem.Studien konkluderar att trots dessa utmaningar har ChatGPT en betydande potential attfungera som en konstruktiv partner i utvecklares dagliga arbete, vilket kan leda till ökadeffektivitet och förbättrad kvalitet i mjukvaruutvecklingsprocessen.

The swift progression of technology has radically reshaped our lives, becoming a big part of our daily routines and paving the way for advancements in communication, automation, and information processing. OpenAI, a company at the forefront of artificial intelligence since 2015, has made remarkable strides towards making AI accessible and beneficial for all (OpenAI, n.d.). A notable accomplishment in their journey has been the development of Chat Generative Pre-trained Transformers (ChatGPT). This study aims to identify and explore the factors influencing students' acceptance and use of ChatGPT in academic settings. Despite the rising prominence of ChatGPT across various disciplines, understanding its acceptance and utilization, particularly within the sphere of higher education, remains limited. ChatGPT holds immense potential as a valuable asset for both students and educators. Utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT) and a quantitative research approach, investigating these factors. The results suggest that student acceptance and use lies in Behavioral Intention, while Behavioral Initiation is influenced by both Effort Expectancy and Performance Expectancy.