New study confirms monkeys did not write Shakespeare

Popular fiction often includes the notion that given enough time, a monkey with a typewriter could recreate the works of William Shakespeare. However, two Australian mathematicians have debunked this idea as unrealistic.

The infinite monkey theorem suggests that given infinite time, a monkey could randomly type out Shakespeare’s plays. This concept has been widely used in popular culture, from “The Simpsons” to “The Hitchhiker’s Guide to the Galaxy.”

In a paper authored by two academics from the University of Technology Sydney, it was established that even if monkeys worked tirelessly to replicate Shakespeare’s works, the universe is more likely to end before they succeed. The study will appear in the December 2024 issue of the peer-reviewed journal Franklin Open.

Stephen Woodcock, an associate professor at the university and one of the paper’s authors, explained that the mathematical concept of infinity can lead to erroneous conclusions in the real world. They concluded that even under the most generous assumptions about monkeys’ typing speed, the likelihood of them reproducing Shakespeare’s works is nearly impossible within the lifespan of the universe.

The paper introduces a “heat death” theory as the end of the universe, which would occur before a monkey could realistically achieve the feat. However, critics argue that by imposing a time limit, the essence of the “infinite” theory is lost.

The study calculates that a monkey with a 30-letter keyboard has only a 5% chance of typing the word “banana” in its lifetime. This contrasts with Shakespeare’s 884,421-word complete works, of which “banana” is not included.

While some scholars believe the theorem is a common theoretical concept and have dismissed the need to debunk it, the authors expressed surprise at being the first to formally challenge it. The likelihood of a monkey typing even a short phrase like “I am a chimpanzee, therefore I exist” is extremely low, making the proposed theory highly improbable.

Ultimately, the study suggests that the notion of monkeys reproducing Shakespeare’s works is highly unlikely and may need to be reconsidered in light of mathematical and scientific principles.

Source: www.nbcnews.com

AI Used by Majority of UK Undergraduates to Write Essays

More than 50% of undergraduate students admit to using artificial intelligence programs to assist them in writing essays, and educational institutions are exploring the integration of AI programs into the classroom.

A survey conducted by the Higher Education Policy Institute (Hepi) of over 1,000 UK undergraduate students found that 53% utilize AI to create content for graded assignments. 25% use applications like Google Bard or ChatGPT to suggest topics, and 12% use them to generate content.

Only 5% of students admitted to directly copying and pasting unedited AI-generated text into their assessments.


Educators are also exploring the use of AI to streamline their tasks, and the Educational Endowment Foundation (EEF) has initiated a research project on using AI to develop lesson plans, materials, exams, and model answers.

Dr. Andres Guadams, an expert in intellectual property law at the University of Sussex, expressed that it is not surprising that students are increasingly relying on AI and suggested that clear methods for its use should be established through open discussions.

Hepi’s research revealed that 1 in 3 students utilizing AI report experiencing “hallucinations,” meaning they need additional information such as statistics and academic citations to fill in gaps recognized by the AI.

Mr. Guadams mentioned an essay submitted last year that appeared to use unedited ChatGPT output, resulting in a “boring” writing style. However, as the use of AI becomes more prevalent, fewer students are actively utilizing it.

According to the EEF proposal, AI could potentially reduce the workload of teachers and enhance the quality of education. Education Secretary Gillian Keegan highlighted that AI could handle the “heavy lifting” of marking and planning.

Half of the 58 UK schools participating in the EEF project will be provided with a toolkit to create assessment materials and tailor lessons to specific groups of students. AI-generated lesson plans will be evaluated by an independent panel of experts.

Professor Becky Francis, chief executive of the EEF, emphasized the limited research on the impact of AI on real-world education and expressed the importance of this trial in contributing to the evidence base.

Source: www.theguardian.com