2 research outputs found
AI Hallucinations in Information Security: A Bibliometric and Grounded Study Perspective
No full textThe ubiquitous use of artificial intelligence (AI) and generative models across multiple sectors such as healthcare, finance, education, and cybersecurity, have given rise to what is now commonly termed ‘AI hallucinations’, that is, these models become more sophisticated but prone to producing outputs that are factually incorrect, nonsensical, or misleading, despite their seemingly authoritative tone. AI hallucinations pose significant risks to information security by undermining data integrity, eroding trust, and providing fertile ground for malicious exploitation. This paper uses a dual-mixed method approach that provides both macro-level trends via bibliometrics and micro-level contextual understanding via qualitative methods on how AI hallucinations impact information security. 322 peer-reviewed articles, conference papers, and book chapters retrieved from the Scopus database were the impetus for a bibliometrics study, while four information security practitioners provided data for a qualitative inquiry and theory formulation. By synthesizing insights from interdisciplinary studies in computer science, cognitive psychology, and ethics, and using a grounded theory approach, we outline how practitioners perceive AI hallucinations in practice and the contextual challenges they face. Through a grounded theory method (GTM) approach, key categories were identified, which enabled a better understanding of AI hallucinations. These categories include AI Usage Patterns, Confidence & Familiarity, Verification Strategies, Trust & Hallucination Triggers, and Tone & Believability, and point to how AI hallucinations are understood and interpreted by information security practitioners
Addressing Pedagogical Challenges in Teaching Social Justice Issues: Are We Scared Yet?
No full textWhile films are popular as teaching tools in social work education, to critique social inequalities, horror films have not been the conventional genre. This teaching note describes the creation and deployment of a course that uses horror films to address social justice issues as part of different critical reflection, which is linked to practice wisdom. The author describes the structure of course, readings, activities, and reflections for expanding the use of this genre and well as limitations. Theuse of horror films can be a useful and salient tool to engage students to draw upon social constructions of what it means to be fearful or scared, and teach about infractions to human nature from a social work perspective. Broad implications are discussed, including other genres and the availability of resources to replicate this course in other settings
