This paper explores the influence of GenAI chatbot (ChatGPT) and AI-based simulation (SimVenture) on the start-up intention through the mediating roles of entrepreneurship educational outcomes; entrepreneurship cognition, entrepreneurship competencies, and innovation spirit of students in higher education institutions in the Middle East. The proposed conceptual framework was empirically tested with partial least squares structural equation modeling using 166 survey responses from fourth-year undergraduate students enrolled in business administration programs in four higher education institutions in the Middle East region. The findings reveal that ChatGPT significantly promotes start-up intention, while ChatGPT has insignificant influence on entrepreneurship educational outcomes. Conversely, the SimVenture platform negatively influences start-up intention. Additionally, the SimVenture platform significantly improves entrepreneurship educational outcomes; thereby entrepreneurship educational outcomes directly influence start-up intention. Furthermore, the mediation paths show ChatGPT has an insignificant indirect influence on start-up intention through the mediating roles of entrepreneurship educational outcomes, while the SimVenture platform exhibits a notable indirect influence on startup intentions through improved entrepreneurship educational outcomes. These findings seek to provide insights for higher education institutions in the Middle East region in leveraging GenAI chatbot (ChatGPT) and AI-based simulation (SimVenture) to enhance entrepreneurial knowledge, awareness, competencies, and the spirit of innovation, which leads to promoting students’ intentions to start their businesses. Theoretically, the study contributes to filling the gap in the existing literature between AI tools and entrepreneurship education. This study is among the first to empirically explore the influences of GenAI chatbot (ChatGPT) and AI-based simulation (SimVenture) on entrepreneurship educational outcomes and the intention of students to embark on entrepreneurial ventures. It highlights the need for understanding AI technologies as distinct pedagogical tools.

This research investigates the potential application of generative language models, especially ChatGPT, in aviation safety analysis as a means to enhance the efficiency of safety analyses and accelerate the time it takes to process incident reports. In particular, ChatGPT was leveraged to generate incident synopses from narratives, which were subsequently compared with ground truth synopses from the Aviation Safety Reporting System (ASRS) dataset. The comparison was facilitated by using embeddings from Large Language Models (LLMs), with aeroBERT demonstrating the highest similarity due to its aerospace-specific fine-tuning. A positive correlation was observed between synopsis length and their cosine similarity. In a subsequent phase, human factor issues involved in incidents as identified by ChatGPT were compared to human factor issues identified by safety analysts. A concurrence rate of 61% was found, with ChatGPT demonstrating a cautious approach towards attributing human factor issues. Finally, the model was used to attribute incidents to relevant parties. As no dedicated ground truth column existed for this task, a manual evaluation was conducted. ChatGPT attributed the majority of incidents to the Flight Crew, ATC, Ground Personnel, and Maintenance. This study opens new avenues for leveraging AI in aviation safety analysis.

Despite the potential benefits of generative Artificial Intelligence (genAI), concerns about its psy-chological impact on medical students, especially with regard to job displacement, are apparent. This pilot study, conducted in Jordan during July–August 2024, aimed to examine the specific fears, anxieties, mistrust, and ethical concerns medical students could harbor towards genAI. Using a cross-sectional survey design, data were collected from 164 medical students studying in Jordan across various academic years, employing a structured self-administered questionnaire with an internally consistent FAME scale—representing Fear, Anxiety, Mistrust, and Ethics and comprising 12 items, with three items for each construct. The results indicated variable levels of anxiety towards genAI among the participating medical students: 34.1% reported no anxiety about genAI role in their future careers (n = 56), while 41.5% were slightly anxious (n = 61), 22.0% somewhat anxious (n = 36), and 2.4% extremely anxious (n = 4). Among the FAME constructs, Mistrust was the most agreed upon (mean: 12.35±2.78), followed by Ethics construct (mean: 10.86±2.90), Fear (mean: 9.49±3.53), and Anxiety (mean: 8.91±3.68). Sex, academic level, and Grade Point Average (GPA) did not significantly affect the students’ perceptions of genAI. However, there was a notable direct association between the students’ general anxiety about genAI and elevated scores in the Fear, Anxiety, and Ethics constructs of the FAME scale. Prior exposure to genAI and its previous use did not significantly modify the scores of the FAME scale. These findings highlighted the critical need for refined educational strategies to address the integration of genAI in medical training. The results demonstrated a pervasive anxiety, fear, mistrust, and ethical concerns among medical students regarding the deployment of genAI in healthcare, indicating the necessity for curriculum modifi-cations that focus specifically on these areas. Interventions should be tailored to increase genAI familiarity and competency, which would alleviate apprehension and equip future physicians to engage with this inevitable technology effectively. The study also highlighted the importance of incorporating ethical discussions into medical courses to address mistrust and concerns about the human-centered aspects of genAI. Conclusively, the study calls for a proactive evolution of medical education to prepare students for AI-driven healthcare practices shortly to ensure that physicians are well-prepared, confident, and ethically informed in their professional interactions with genAI technologies.

Background: Open AI developed ChatGPT, a language model based on the GPT architecture, designed for text-based communication. Trained on diverse internet texts, ChatGPT generates contextually appropriate responses using machine learning. It understands input through analysis and context interpretation, generating coherent and contextually relevant responses. Interaction is possible through messaging platforms. Materials and Methods: In November 2023, we utilized ChatGPT 3.5, the default version at that time, to answer questions from the Italian National Residency Program Admission Tests (SSMs) of 2021, 2022, and 2023. The questions cover clinical, diagnostic, analytical, therapeutic, and epidemiological scenarios, sometimes accompanied by images. The study compared ChatGPT's answers to the official corrections on the Italian Ministry of University and Research (MUR) website. The scoring method used for evaluation was 1 point for correct answers, 0 points for unanswered questions, and -0.25 points for incorrect answers, reflecting the SSM test scoring system. Results: In summary, ChatGPT was tested with a total of 420 questions, 140 for each test. It achieved an overall accuracy of 80.48%, providing correct answers for 338 questions and incorrect answers for 82 questions. When faced with questions containing both text and images, it answered 55% correctly and 45% incorrectly. The model's performance varied over time, with an 82.14% accuracy rate in 2021 and 2022 (115 correct out of 140) and a 77.14% accuracy rate in 2023 (108 correct out of 140). Applying thisscoring method to the SSM test, ChatGPT would have scored 105 points in 2021 and 2022, and 100 points in 2023. Conclusions: ChatGPT has exhibited above-average performance in the last three SSM tests, highlighting its robust capability to interpret clinical scenarios and offer precise diagnostic and therapeutic guidance. Despite this, some limitations persist, notably the software's inability to interpret non-textual information.

Background: This study addresses the burgeoning impact of Large Language Models (LLMs) such as ChatGPT on the integrity of online examinations and seeks to demonstrate latent and advanced LLM reasoning capabilities. The research devises an iterative self-reflective strategy for invoking critical thinking and higher-order reasoning in LLMs based on multimodal exam questions using visuals and text. Methods: The proposed strategy was demonstrated and evaluated on real exam questions by subject experts and the performance of ChatGPT (GPT-4) with vision was estimated on an additional dataset of 600 text descriptions of multimodal exam questions, focusing on its response to complex, visual, and textual prompts. Results: The results indicate that latent multi-hop reasoning capabilities can be invoked using the proposed self-reflective strategy, which can effectively steer ChatGPT towards correct answers by integrating critical thinking from each modality into the final response. Meanwhile, ChatGPT demonstrated considerable proficiency in being able to answer multimodal exam questions across 12 subjects. Conclusions: This work challenges findings from recent studies which claim that existing LLMs are unable to reason on complex multimodal tasks, and therefore this study underscores the need for enhanced online exam security measures like proctoring software, that can mitigate the potential misuse of AI technologies in educational settings.

Predatory research field in science is when an emerging scientific topic destroys current topics and characterizes a main scientific change. Predatory research field can be a basic driver of scientific and technological change that generates a 'creative destruction' in science and society in contexts of knowledge-based competition and rapid changes. The prediction of proposed theory of predatory research fields is that it destroys with a fast growth other research fields. The theoretical approach is tested here in research fields of large language models (LLM) by analyzing the transformers (a deep learning architecture based on the multi-head attention mechanism) proposed in 2017 and from November 2022 started main applications in generative artificial intelligence with innovations of BERT, ChatGPT, Microsoft Copilot (launched on February 7, 2023) and other natural language processing tools driven by AI technology for engaging conversations, gain insights, automate tasks, etc., etc. Statistical evidence suggests that growth rate of transformer technologies is 80.58%, a high level compared to all other research fields in machine learning (having a growth rate of 13.83%). Moreover, predatory research field of transformers has a destructive power such that all other domains in LLM from 2021 to 2023 have a general reduction of scientific growth. The impact of transformers is much more drastic of previous radical technologies such as CNN having a temporal growth rate of 0.16%, lower than 0.38% by transformers, ceteris paribus. These analysis reveals that transformers have characteristics to generate a radical scientific and technological change in a not-too-distant future. Overall, then, the study suggests that predatory research field on emerging topics and technologies can generate path-breaking innovations and the examination here can clarify the essential elements of the science dynamics for a better theory of scientific and technological change, providing also main implications for knowledge policy to support promising research fields and technologies to guide economic and social change.