{"id":1769,"date":"2026-02-16T10:14:08","date_gmt":"2026-02-16T10:14:08","guid":{"rendered":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/?p=1769"},"modified":"2026-02-16T11:27:22","modified_gmt":"2026-02-16T11:27:22","slug":"the-analysis-illusion-why-genai-summaries-are-not-analysis-and-how-to-use-ai-to-actually-think","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/2026\/02\/16\/the-analysis-illusion-why-genai-summaries-are-not-analysis-and-how-to-use-ai-to-actually-think\/","title":{"rendered":"The Analysis Illusion: Why GenAI summaries are not analysis (and how to use GenAI to actually think)"},"content":{"rendered":"<h2>The seductive shortcut that sabotages understanding<\/h2>\n<p>You have a 40-page journal article to read by tomorrow. Your eyes glaze over at the abstract. So, you do what feels efficient: upload it to Copilot, ask for a summary, and boom, five bullet points that capture the \"main ideas\".<\/p>\n<p>Task complete, right?<\/p>\n<p>Here is the uncomfortable truth: you have not analysed anything. You have consumed a summary of someone else's analysis. And in that gap between summarisation and analysis lies the difference between surface learning and deep understanding.<\/p>\n<p>Welcome to the Analysis Illusion, the mistaken belief that having information about a text is the same as being able to think critically with it.<\/p>\n<h2>What we often mistake for analysis<\/h2>\n<p>Let us be honest about what most of us may do with academic texts and GenAI:<\/p>\n<ul>\n<li>The quick summary: \"Summarise this article for me\".<\/li>\n<li>The key points grab: \"What are the main arguments in this paper?\".<\/li>\n<li>The definition dump: \"Explain what this author is saying about social capital\".<\/li>\n<\/ul>\n<p>These prompts feel productive. They generate outputs. They give you something to write in your notes.<\/p>\n<p>But here is what they do not do: they do not make you think. They do not build your analytical skills. They do not develop your ability to critically engage with complex ideas across your discipline.<\/p>\n<p>When you rely solely on these approaches, you are outsourcing the very cognitive work that creates understanding.<\/p>\n<h2>The three-level trap: Where real analysis lives<\/h2>\n<p>Academic analysis is not one thing. It's three interconnected levels of thinking that build genuine understanding. And here is where many students who choose to use GenAI may run into problems: they stop at level one, not realising there are deeper layers to explore.<\/p>\n<h3>Level 1: What the writer is saying<\/h3>\n<p>This is the surface layer, the explicit content. The facts, events, arguments, and context the author presents directly.<\/p>\n<p>The common approach (what most people do when using GenAI): \"Summarise this article on climate migration.\".<\/p>\n<p>The analytical approach (that builds and develops skills): \"I am reading an article on climate migration. Before I form conclusions, help me ensure I understand what the author is explicitly claiming: What specific argument are they making? What evidence do they provide? What context or timeframe are they addressing? Challenge my understanding if I am missing nuances.\".<\/p>\n<p>See the difference? One gives you information. The other makes you work to construct understanding, with GenAI as a critical partner.<\/p>\n<h3>Level 2: What the writer actually means<\/h3>\n<p>This is where analysis gets interesting, the implicit layer beneath the explicit content. The themes, tensions, assumptions, and emotions that shape the argument but are not stated outright.<\/p>\n<p>The passive approach: \"What themes does this author discuss?\".<\/p>\n<p>The active approach: \"I have identified what this author explicitly argues about climate migration. Now I need to dig deeper into what they are really saying. Help me through questioning: What assumptions underlie their argument? What tensions exist between their stated position and their evidence? What emotional or ideological stance shapes their perspective? Are there contradictions I should explore? Push me to articulate these implicit elements in my own words.\".<\/p>\n<p>This is where critical thinking lives, in the space between what is said and what is meant.<\/p>\n<h3>Level 3: Why it matters today<\/h3>\n<p>This is the application layer, connecting analysis to broader significance, current relevance, and disciplinary conversations.<\/p>\n<p>The passive approach: \"Why is this article important?\".<\/p>\n<p>The active approach: \"Now that I understand both what this author says explicitly and what they mean implicitly, help me work through why this matters: What current debates or challenges does this speak to? How does this analysis connect to other perspectives in my field? Where does this author's position sit within broader theoretical conversations? What questions does this raise for practice, policy, or further research? Make me defend my interpretations of significance.\".<\/p>\n<p>This level transforms analysis from academic exercise into intellectual capability.<\/p>\n<h2>The transformation: From passive consumption to active construction<\/h2>\n<p>Here is the plot twist that changes everything: GenAI is not inherently limiting your analytical development, how you choose to interact with it makes all the difference.<\/p>\n<p>When you ask GenAI to do analysis for you, you might get:<\/p>\n<ul>\n<li>Surface understanding that evaporates after the assignment.<\/li>\n<li>Borrowed thinking that does not transfer to new contexts.<\/li>\n<li>Skill atrophy in the critical thinking your degree is supposed to develop.<\/li>\n<li>Imposter syndrome because deep down, you know you have not really understood.<\/li>\n<\/ul>\n<p>When you use GenAI to challenge and support your analytical process, you can develop:<\/p>\n<ul>\n<li>Durable understanding that sticks because you constructed it.<\/li>\n<li>Transferable skills that work across texts, disciplines, and contexts.<\/li>\n<li>Genuine confidence rooted in earned capability.<\/li>\n<li>Intellectual agency that makes you a more powerful thinker.<\/li>\n<\/ul>\n<p>The difference is not in the tool. It is in how you wield it.<\/p>\n<h2>Practical prompting patterns that build analytical skill<\/h2>\n<p>Here are some suggestions of how to structure your GenAI interactions to develop genuine analytical capability:<\/p>\n<h3>The Verification Pattern<\/h3>\n<p>Use this to ensure you understand the explicit content without outsourcing the reading:\u00a0\"I have just read [text\/section]. Before moving to analysis, I want to verify my understanding. I believe the author is arguing that [your interpretation]. Is this accurate, or have I misunderstood something fundamental? If I am missing nuances, point them out but don't just summarise. Make me articulate the corrected understanding.\".<\/p>\n<h3>The Socratic Challenge Pattern<\/h3>\n<p>Use this to push beneath surface content: \"I think this author is assuming [your interpretation of assumption]. Am I right? If so, help me explore: Why might they hold this assumption? What are its implications? What alternative assumptions could produce different conclusions? Do not just tell me, question my reasoning until I can defend or revise my interpretation.\".<\/p>\n<h3>The Significance Stress-Test Pattern<\/h3>\n<p>Use this to develop your ability to articulate importance:\u00a0\"I believe this text matters because [your initial thoughts on significance]. Challenge this interpretation. What am I missing? What alternative perspectives on its importance should I consider? What is weak in my reasoning? Push me to refine and strengthen my articulation of why this matters.\"<\/p>\n<h3>The Connection-Building Pattern<\/h3>\n<p>Use this to integrate new analysis with existing knowledge:\u00a0\"I have analysed this text on [topic]. Now help me build connections: What other perspectives or theories in [your discipline] does this relate to? Where does this fit in broader disciplinary conversations? Do not just list connections, question my attempts to articulate relationships until they are sophisticated and specific.\"<\/p>\n<h3>The Application Pattern<\/h3>\n<p>Use this to move from analysis to use:\u00a0\"Based on my analysis of [text], I think the implications for [context\/practice\/further research] are [your thoughts]. Is my application logical? What am I overlooking? What complications should I consider? Make me think through application rigorously, not just accept surface-level connections.\".<\/p>\n<h2>The metacognitive shift: Becoming conscious of your analytical process<\/h2>\n<p>Here is the deepest transformation: when you use GenAI this way, you're not just analysing texts you're becoming conscious of what analysis actually is.<\/p>\n<p>Each time you engage with these three levels, you are developing:<\/p>\n<ul>\n<li>Recognition skills: You get better at spotting explicit arguments, implicit assumptions, and broader significance automatically.<\/li>\n<li>Questioning instincts: You start naturally asking deeper questions of any text you encounter.<\/li>\n<li>Comparative thinking: You begin connecting ideas across texts, contexts, and disciplines fluidly.<\/li>\n<li>Intellectual confidence: You trust your ability to grapple with complex ideas independently.<\/li>\n<\/ul>\n<p>This is the difference between using GenAI as a short cut and using it as a catalyst for your independent intellectual development.<\/p>\n<h2>The choice that shapes your learning<\/h2>\n<p>Remember, every time you encounter an academic text and choose to use GenAI, you face a fork in the road:<\/p>\n<p>Path A: Ask GenAI to tell you what it means.<\/p>\n<ul>\n<li>Fast, easy, forgettable.<\/li>\n<li>Can build dependency on GenAI.<\/li>\n<li>May weaken your own analytical capability over time.<\/li>\n<li>Leaves you less prepared for contexts where you cannot use GenAI.<\/li>\n<\/ul>\n<p>Path B: Use GenAI to deepen your own analytical thinking.<\/p>\n<ul>\n<li>Effortful, challenging, transformative.<\/li>\n<li>Can build independence through structured practice.<\/li>\n<li>May strengthen your analytical skills.<\/li>\n<li>Creates transferable skills that work anywhere.<\/li>\n<\/ul>\n<p>One path feels efficient. The other creates capability.<\/p>\n<p>The analysis illusion makes Path A look like learning. But understanding the difference, and choosing Path B, might be one of the more valuable GenAI-related academic skills you develop at university.<\/p>\n<h2>Your analytical revolution starts this week<\/h2>\n<p>Choose one reading you need to engage with. Instead of asking for a summary, try this three-level approach:<\/p>\n<p>Level 1: \"I am reading [text]. Help me verify I understand what the author explicitly argues: [your interpretation]. Challenge my understanding if I am missing something.\"<\/p>\n<p>Level 2: \"Now push me to analyse what they really mean: What assumptions, tensions, or implicit positions shape their argument? Do not tell me. Question my attempts to articulate these elements.\"<\/p>\n<p>Level 3: \"Finally, help me work through why this matters: What is the significance for my field, current debates, or practice? Challenge weak reasoning in my articulation of importance.\"<\/p>\n<p>Notice three things:<\/p>\n<ol>\n<li>How much deeper your understanding becomes when you construct it.<\/li>\n<li>How much more confident you feel about your grasp of the material.<\/li>\n<li>How much more prepared you are to use these ideas in your own work.<\/li>\n<\/ol>\n<p>The analysis illusion promises effortless understanding. The three-level framework delivers actual analytical capability, with or without using GenAI.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The seductive shortcut that sabotages understanding You have a 40-page journal article to read by tomorrow. Your eyes glaze over at the abstract. So, you do what feels efficient: upload it to Copilot, ask for a summary, and boom, five...<\/p>\n","protected":false},"author":298,"featured_media":1056,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[42,94,91,89,61,43,342,152,138],"tags":[344,285,46,116,288,287,228,340,302,301],"class_list":["post-1769","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-academic-integrity","category-academic-reading","category-academic-skills","category-critical-thinking","category-digital-skills","category-ethical-scholar","category-genai","category-reflective-learning","category-resilience","tag-academic-integrity","tag-artificial-intelligence","tag-critical-thinking","tag-digital-skills","tag-genai","tag-generative-artificial-intelligence","tag-independent-learning","tag-microsoft-copilot","tag-skills-enhancement","tag-skills-enrichment"],"acf":[],"jetpack_featured_media_url":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png","jetpack-related-posts":[{"id":1053,"url":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/2023\/09\/18\/how-to-navigate-generative-artificial-intelligence-genai-tools-with-confidence-and-integrity\/","url_meta":{"origin":1769,"position":0},"title":"How to navigate Generative Artificial Intelligence (GenAI) tools with confidence and integrity","author":"Kevin Renfrew","date":"September 18, 2023","format":false,"excerpt":"Artificial intelligence (AI) is advancing rapidly, and new Generative Artificial Intelligence (GenAI) tools like Copilot, ChatGPT, Claude, Elicit, Perplexity, and Bard are now easily accessible online. As university students, how can you incorporate these emerging technologies into your studies and campus life confidently and responsibly? Here are some guiding principles.\u2026","rel":"","context":"In &quot;Academic integrity&quot;","block_context":{"text":"Academic integrity","link":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/category\/academic-integrity\/"},"img":{"alt_text":"A series of three stylised Generative Artificial Intelligence illustrations: 1) A circular blue tech-inspired pattern with concentric rings and digital elements. 2) A dark and light blue illustration showing a robotic figure reaching out of a laptop computer to access GenAI. 3) A blue robotic hand reaching out to a human hand, suggesting connection or assistance.","src":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":1535,"url":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/2025\/04\/15\/mastering-genai-your-personal-development-roadmap-bath\/","url_meta":{"origin":1769,"position":1},"title":"Mastering GenAI: Your Personal Development Roadmap @Bath","author":"Kevin Renfrew","date":"April 15, 2025","format":false,"excerpt":"Understanding our approach: Miller's Pyramid Before we dive in, let's talk about the framework behind this guide. We're using Miller's Pyramid, a groundbreaking model originally developed by George Miller in 1990 for medical education. Developing knowledge and competencies in new technologies can be challenging, which is why this powerful framework\u2026","rel":"","context":"In &quot;Academic integrity&quot;","block_context":{"text":"Academic integrity","link":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/category\/academic-integrity\/"},"img":{"alt_text":"Miller Pyramid for GenAI Competencies in Higher Education. The pyramid shows progression from novice to expert along the vertical axis labeled 'Professional authenticity' and is divided into four sections representing Knowledge, Skills, and Attitudes. From bottom to top: 1) Base level (pink): 'Knows' corresponds to 'Know the Basics (Fact Gathering)'; 2) Second level (yellow): 'Knows How' corresponds to 'Apply Your Knowledge (Interpretation)'; 3) Third level (dark blue): 'Shows How' corresponds to 'Demonstrate Your Skills (Controlled Practice)'; 4) Top level (teal): 'Does' corresponds to 'Real-World Application (Authentic Practice)'. The graphic illustrates how students develop GenAI competencies from basic knowledge acquisition to authentic application in real-world contexts","src":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2025\/04\/Graphic-Miller-Pyramid-for-GenAI-Competencies-in-HE.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2025\/04\/Graphic-Miller-Pyramid-for-GenAI-Competencies-in-HE.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2025\/04\/Graphic-Miller-Pyramid-for-GenAI-Competencies-in-HE.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2025\/04\/Graphic-Miller-Pyramid-for-GenAI-Competencies-in-HE.png?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":1226,"url":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/2024\/06\/03\/bias-proof-your-genai-strategies-to-mitigate-algorithmic-and-human-biases\/","url_meta":{"origin":1769,"position":2},"title":"Navigating the GenAI Landscape: From Bias to Prompts: Key Insights and Strategies for Student","author":"Kevin Renfrew","date":"June 3, 2024","format":false,"excerpt":"As the University embraces the power of Generative Artificial Intelligence (GenAI), we've taken proactive steps to equip you with the knowledge and skills to navigate this rapidly evolving landscape. Over the last month, using the University of Bath Instagram account we've conducted a series of Instagram Quiz and Poll Stories,\u2026","rel":"","context":"In &quot;Academic integrity&quot;","block_context":{"text":"Academic integrity","link":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/category\/academic-integrity\/"},"img":{"alt_text":"A series of three stylised Generative Artificial Intelligence illustrations: 1) A circular blue tech-inspired pattern with concentric rings and digital elements. 2) A dark and light blue illustration showing a robotic figure reaching out of a laptop computer to access GenAI. 3) A blue robotic hand reaching out to a human hand, suggesting connection or assistance.","src":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":1627,"url":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/2025\/06\/04\/why-your-brain-makes-genai-ethics-harder-than-it-should-be-and-what-to-do-about-it\/","url_meta":{"origin":1769,"position":3},"title":"Why your brain makes GenAI ethics harder than it should be (and what to do about it)","author":"Kevin Renfrew","date":"June 4, 2025","format":false,"excerpt":"A psychological perspective on academic integrity in the age of artificial intelligence Let us talk about something that is probably been on your mind lately: using Generative Artificial Intelligence (GenAI) tools like Copilot for your work. If you are feeling confused about where the ethical lines are drawn, you are\u2026","rel":"","context":"In &quot;Academic integrity&quot;","block_context":{"text":"Academic integrity","link":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/category\/academic-integrity\/"},"img":{"alt_text":"A series of three stylised Generative Artificial Intelligence illustrations: 1) A circular blue tech-inspired pattern with concentric rings and digital elements. 2) A dark and light blue illustration showing a robotic figure reaching out of a laptop computer to access GenAI. 3) A blue robotic hand reaching out to a human hand, suggesting connection or assistance.","src":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":1462,"url":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/2025\/02\/10\/finding-your-balance-navigating-academic-anxiety-with-genai-tools\/","url_meta":{"origin":1769,"position":4},"title":"Finding Your Balance: Navigating Academic Anxiety with GenAI Tools","author":"Kevin Renfrew","date":"February 10, 2025","format":false,"excerpt":"Let's talk about something that's probably familiar to many of you, that knot in your stomach before a big presentation, the late-night worry about dissertation deadlines, or the overwhelming feeling when you're staring at a blank page that's supposed to become your next essay. You're not alone in this. Academic\u2026","rel":"","context":"In &quot;Academic integrity&quot;","block_context":{"text":"Academic integrity","link":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/category\/academic-integrity\/"},"img":{"alt_text":"A series of three stylised Generative Artificial Intelligence illustrations: 1) A circular blue tech-inspired pattern with concentric rings and digital elements. 2) A dark and light blue illustration showing a robotic figure reaching out of a laptop computer to access GenAI. 3) A blue robotic hand reaching out to a human hand, suggesting connection or assistance.","src":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":1691,"url":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/2025\/09\/26\/the-effort-paradox-and-genai-why-easy-isnt-always-better\/","url_meta":{"origin":1769,"position":5},"title":"The Effort Paradox and GenAI: Why easy is not always better","author":"Kevin Renfrew","date":"September 26, 2025","format":false,"excerpt":"The curious case of wanting what we avoid Picture this: You are facing a challenging assignment, and you have two options. Option A: Ask GenAI to write it for you- clean, fast, effortless. Option B: Use GenAI as a thinking partner to wrestle through the ideas yourself- messy, slow, demanding.\u2026","rel":"","context":"In &quot;Academic integrity&quot;","block_context":{"text":"Academic integrity","link":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/category\/academic-integrity\/"},"img":{"alt_text":"A series of three stylised Generative Artificial Intelligence illustrations: 1) A circular blue tech-inspired pattern with concentric rings and digital elements. 2) A dark and light blue illustration showing a robotic figure reaching out of a laptop computer to access GenAI. 3) A blue robotic hand reaching out to a human hand, suggesting connection or assistance.","src":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-content\/uploads\/sites\/84\/2023\/09\/GenAI-Info-page-banner.png?resize=700%2C400&ssl=1 2x"},"classes":[]}],"_links":{"self":[{"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/posts\/1769","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/users\/298"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/comments?post=1769"}],"version-history":[{"count":0,"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/posts\/1769\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/media\/1056"}],"wp:attachment":[{"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/media?parent=1769"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/categories?post=1769"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/academic-and-employability-skills\/wp-json\/wp\/v2\/tags?post=1769"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}