We introduce the first work to explore web-scale diffusion models for robotics. DALL-E-Bot enables a robot to rearrange objects in a scene, by first inferring a text description of those objects, then generating an image representing a natural, human-like arrangement of those objects, and finally physically arranging the objects according to that goal image. We show that this is possible zero-shot using DALL-E, without needing any further example arrangements, data collection, or training. DALL-E-Bot is fully autonomous and is not restricted to a pre-defined set of objects or scenes, thanks to DALL-E's web-scale pre-training. Encouraging real-world results, with both human studies and objective metrics, show that integrating web-scale diffusion models into robotics pipelines is a promising direction for scalable, unsupervised robot learning.

The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and Millennial Generation teachers? Abstract This study aimed to explore the experiences, perceptions, knowledge, concerns, and intentions of Gen Z students with Gen X and Gen Y teachers regarding the use of generative AI (GenAI) in higher education. A sample of students and teachers were recruited to investigate the above using a survey consisting of both open and closed questions. The findings showed that Gen Z participants were generally optimistic about the potential benefits of GenAI, including enhanced productivity, efficiency, and personalized learning, and expressed intentions to use GenAI for various educational purposes. Gen X and Gen Y teachers acknowledged the potential benefits of GenAI but expressed heightened concerns about overreliance, ethical and pedagogical implications, emphasizing the need for proper guidelines and policies to ensure responsible use of the technology. The study highlighted the importance of combining technology with traditional teaching methods to provide a more effective learning experience. Implications of the findings include the need to develop evidence-based guidelines and policies for GenAI integration, foster critical thinking and digital literacy skills among students, and promote responsible use of GenAI technologies in higher education. Keywords: ChatGPT; Generative AI; AI Literacy; Risks; Advantages; Holistic competencies; Challenges; Benefits 1. Introduction Generation Z (Gen Z) students have largely replaced Millennials in undergraduate programmes, with institutions of higher education now primarily enrolling students from the former (Seemiller & Grace, 2016; Shatto & Erwin, 2016). With educators welcoming a new cohort of students to campus, there is a growing concern regarding how to effectively teach this'always-on' generation; for example, a study by Pearson (2018) showed that almost half of all Gen Z-ers (47%) spend a minimum of three hours daily on YouTube. The Gen Z population, much like its predecessors - the Silent and Baby Boomer generations, followed by Generation X (Gen X) and Generation Y (also known as Millennials) - has its own unique, distinct characteristics that have been shaped by information communication technologies, social and cultural shifts, and financial volatility. As such, it is crucial for higher education institutions to effectively engage with Gen Z, in order for scholars, teachers, and university staff to understand their aforementioned characteristics (Seemiller & Grace, 2017; Shatto & Erwin, 2016; Shorey et al., 2021) and in turn, effectively and ethically integrate generative AI (GenAI) technologies into the curriculum.

Millions of people, many of whom have never thought much about computer science, are experimenting with generative AI models such as the eminently conversational ChatGPT and creative image generator DALL-E. While these products reflect less of a technological breakthrough than AI's emergence into the public consciousness, the traction they have found is guiding massive investment streams--investment shaping how this technology will be applied for years to come. For those of us who have long been bullish on AI's potential to transform society, especially in key areas such as health and medicine, recent months have felt very much like science fiction has come to life. However, as delightful as it is to explore these capabilities--GPT-4 for example exceeded the passing score by 20 points on the U.S. medical licensing exam--the results of doing so mainly serve to highlight their shortcomings. The ability to read, retain and regurgitate all such data on demand makes today's AI good at everything--but great at nothing.

Fox News contributor Joe Concha joins'Fox & Friends First' to discuss Elon Musk's warning that artificial intelligence could threaten elections and his concerns on the declining birth rate. Artificial intelligence has become wildly popular for many Americans, but people over the age of 45 are trailing those younger than them on AI familiarity, a Fox News poll shows. Fifty-eight percent of registered voters over the age of 45 who were surveyed for the poll say they are not familiar with AI technology such as OpenAI's ChatGPT. Only 41% of registered voters over 45 reported they are familiar with the technology. The figures stand in stark contrast to younger Americans, with a whopping 65% of registered voters under the age of 45 reporting they are familiar with AI tech, such as ChatGPT.

Generative Artificial Intelligence systems have been developed for image, code, story, and game generation with the goal of facilitating human creativity. Recent work on neural generative systems has emphasized one particular means of interacting with AI systems: the user provides a specification, usually in the form of prompts, and the AI system generates the content. However, there are other configurations of human and AI coordination, such as co-creativity (CC) in which both human and AI systems can contribute to content creation, and mixed-initiative (MI) in which both human and AI systems can initiate content changes. In this paper, we define a hypothetical human-AI configuration design space consisting of different means for humans and AI systems to communicate creative intent to each other. We conduct a human participant study with 185 participants to understand how users want to interact with differently configured MI-CC systems. We find out that MI-CC systems with more extensive coverage of the design space are rated higher or on par on a variety of creative and goal-completion metrics, demonstrating that wider coverage of the design space can improve user experience and achievement when using the system; Preference varies greatly between expertise groups, suggesting the development of adaptive, personalized MI-CC systems; Participants identified new design space dimensions including scrutability -- the ability to poke and prod at models -- and explainability.

The introduction of ChatGPT has fuelled a public debate on the use of generative AI (large language models; LLMs), including its use by researchers. In the current work, we test whether delegating parts of the research process to LLMs leads people to distrust and devalue researchers and scientific output. Participants (N=402) considered a researcher who delegates elements of the research process to a PhD student or LLM, and rated (1) moral acceptability, (2) trust in the scientist to oversee future projects, and (3) the accuracy and quality of the output. People judged delegating to an LLM as less acceptable than delegating to a human (d = -0.78). Delegation to an LLM also decreased trust to oversee future research projects (d = -0.80), and people thought the results would be less accurate and of lower quality (d = -0.85). We discuss how this devaluation might transfer into the underreporting of generative AI use.

We present Shap-E, a conditional generative model for 3D assets. Unlike recent work on 3D generative models which produce a single output representation, Shap-E directly generates the parameters of implicit functions that can be rendered as both textured meshes and neural radiance fields. We train Shap-E in two stages: first, we train an encoder that deterministically maps 3D assets into the parameters of an implicit function; second, we train a conditional diffusion model on outputs of the encoder. When trained on a large dataset of paired 3D and text data, our resulting models are capable of generating complex and diverse 3D assets in a matter of seconds. When compared to Point-E, an explicit generative model over point clouds, Shap-E converges faster and reaches comparable or better sample quality despite modeling a higher-dimensional, multi-representation output space. We release model weights, inference code, and samples at https://github.com/openai/shap-e.

Recent advances in generative artificial intelligence (AI) have captured worldwide attention. Tools such as Dalle-2 and ChatGPT suggest that tasks previously thought to be beyond the capabilities of AI may now augment the productivity of creative media in various new ways, including through the generation of synthetic video. This research paper explores the utility of using AI-generated synthetic video to create viable educational content for online educational settings. To date, there is limited research investigating the real-world educational value of AI-generated synthetic media. To address this gap, we examined the impact of using AI-generated synthetic video in an online learning platform on both learners content acquisition and learning experience. We took a mixed-method approach, randomly assigning adult learners (n=83) into one of two micro-learning conditions, collecting pre- and post-learning assessments, and surveying participants on their learning experience. The control condition included a traditionally produced instructor video, while the experimental condition included a synthetic video with a realistic AI-generated character. The results show that learners in both conditions demonstrated significant improvement from pre- to post-learning (p<.001), with no significant differences in gains between the two conditions (p=.80). In addition, no differences were observed in how learners perceived the traditional and synthetic videos. These findings suggest that AI-generated synthetic learning videos have the potential to be a viable substitute for videos produced via traditional methods in online educational settings, making high quality educational content more accessible across the globe.

At least one politician wants more transparency in the wake of an AI-generated attack ad. New York Democrat House Representative Yvette Clarke has introduced a bill, the REAL Political Ads Act, that would require political ads to disclose the use of generative AI through conspicuous audio or text. The amendment to the Federal Election Campaign Act would also have the Federal Election Commission (FEC) create regulations to enforce this, although the measure would take effect January 1st, 2024 regardless of whether or not rules are in place. The proposed law would help fight misinformation. Clarke characterizes this as an urgent matter ahead of the 2024 election -- generative AI can "manipulate and deceive people on a large scale," the representative says.

Krishna's statements are an early indication of how widespread generative AI's impact could be inside corporations. Chegg, the online learning company, also said on Monday night that the viral chatbot, ChatGPT, is affecting its customer growth rate, causing its stock price to tank. While AI is likely to impact the workforce, economic analysts also cautioned that it's still too early to tell how disruptive it'll be.