Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Май 3, 2024
Artificial
intelligence
(AI)
chatbots,
represented
by
ChatGPT,
have
shown
significant
improvement
in
natural
learning
and
problem
analysis
solving,
which
could
trigger
a
profound
change
the
education
sector
far-reaching
impact
on
educational
practices.
This
study
aimed
to
gain
insights
into
various
impacts
users’
experience
when
using
AI
tool
ChatGPT
higher
education.
The
analyzed
questionnaire
data
from
328
college
students
who
used
ChatGPT.
Employing
structural
equation
modeling,
this
examined
technology
acceptance
model
setting
identify
factors
influencing
continued
use
of
results
show
that
ChatGPT’s
compatibility
positively
affected
perceived
ease
efficiency
usefulness.
Furthermore,
usefulness
were
identified
as
core
affecting
satisfaction
intentions,
with
user
showing
positive
effect
intention.
findings
not
only
provide
new
perspectives
human–computer
interaction
theory
but
also
further
refine
functions
current
smart
devices.
will
help
promote
progress
technology,
while
deepening
understanding
relationship
between
attitude
behavior.
Journal of University Teaching and Learning Practice,
Год журнала:
2023,
Номер
20(6)
Опубликована: Авг. 3, 2023
The
global
higher
education
sector
has
been
significantly
disrupted
by
the
proliferation
of
generative
artificial
intelligence
tools
such
as
ChatGPT,
especially
in
relation
to
its
implications
for
assessment.
However,
few
studies
date
have
explored
student
perspectives
on
these
tools.
This
article
reports
one
first
large-scale
quantitative
views
at
an
Australian
university
(n
=
1,135).
When
survey
was
conducted,
most
students
had
low
knowledge,
experience,
and
confidence
using
These
results
varied
across
disciplines
some
sub-groups,
mature-age
international
students.
Confidence
appeared
increase
with
although
data
also
revealed
a
portion
that
never
used
yet
still
felt
confident
them.
In
exploring
results,
this
aims
shed
new
light
fast-evolving
landscape
inform
future
direction
supporting
engage
appropriately.
Education Sciences,
Год журнала:
2023,
Номер
13(10), С. 1056 - 1056
Опубликована: Окт. 20, 2023
ChatGPT
has
aroused
the
users’
interest
and
provoked
educators,
researchers,
educational
institutions
about
its
role
in
education.
Its
proper
integration
into
education
can
support
teaching
learning
activities
highlight
benefits
of
digital
technologies.
be
an
intelligent
assistant
for
learners
supporting
personalized
adaptive
learning.
At
same
time,
used
unfairly
unethically,
which
causes
severe
concerns
among
institutions,
society.
Educators’
attitudes
regarding
their
application,
expectations,
are
very
important
emergence
introduction
new
technological
tools
The
current
paper
aims
to
explore
opinion
university
professors
at
a
Bulgarian
possibilities
challenges
carrying
out
activities.
findings
conducted
survey
show
that
from
Trakia
University
Bulgaria
have
overall
positive
attitude
implementation
practice
(41.4%).
They
perceive
as
means
time-consuming
(60.9%),
provoke
interest,
activate
engage
(59.8%),
stimulate
critical
thinking
creativity
(47.1%).
In
parallel,
concerned
possible
risks
unethical
use
threaten
validity
fairness
assessment
practices.
most
problem
them
is
danger
will
completely
trust
without
checking
authenticity
generated
texts
(73.6%),
negatively
affect
acquisition
knowledge
skills.
Journal of Applied Learning & Teaching,
Год журнала:
2023,
Номер
6(1)
Опубликована: Июнь 12, 2023
With
the
release
of
ChatGPT
in
November
2022,
field
higher
education
rapidly
became
aware
that
generative
AI
can
complete
or
assist
many
kinds
tasks
traditionally
used
for
assessment.
This
has
come
as
a
shock,
on
heels
shock
pandemic.
How
should
assessment
practices
change?
Should
we
teach
about
use
it
pedagogically?
If
so,
how?
Here,
propose
set
open
educational
practices,
inspired
by
both
Open
Educational
Resources
(OER)
movement
and
digital
collaboration
popularized
pandemic,
help
educators
cope
perhaps
thrive
an
era
evolving
AI.
These
include
turning
toward
online
communities
cross
institutional
disciplinary
boundaries.
Social
media,
listservs,
groups,
public
annotation
be
spaces
to
share
early,
rough
ideas
reflect
these
explore
emergent
responses
facilitate
crowdsourced
curation
articles
learning
materials.
Licensing
such
resources
reuse
adaptation
allows
us
build
what
others
have
done
update
resources.
Collaborating
with
students
emergent,
student-centered,
student-guided
approaches
learn
together
contribute
societal
discussions
its
future.
We
suggest
approaching
all
modes
response
provisional
subject
reflection
revision
respect
core
values
philosophies.
In
this
way,
quicker
more
agile
even
technology
continues
change.
give
examples
from
Spring
2023
call
recognition
their
value
material
support
them
going
forward.
collaborate
across
institutions,
countries,
established
power
dynamics
enable
richer,
justly
distributed
emerging
Computers & Education,
Год журнала:
2024,
Номер
219, С. 105100 - 105100
Опубликована: Июнь 8, 2024
ChatGPT,
a
state-of-the-art
artificial
intelligence
(AI)
chatbot,
has
gained
considerable
attention
as
transformative
yet
controversial
tool
for
enhancing
teaching
and
learning
experiences.
Several
reviews
numerous
articles
have
been
written
about
harnessing
ChatGPT
in
education
since
its
release
on
November
30,
2022.
Besides
summarising
strengths,
weaknesses,
opportunities,
threats
(SWOT)
identified
previous
systematic
of
research,
this
review
aims
to
develop
new
understanding
influence
student
engagement
by
synthesising
the
existing
related
research
using
three-dimensional
framework
comprising
behavioural,
emotional,
cognitive
aspects.
We
searched
relevant
databases
included
72
empirical
studies
published
within
one
year
ChatGPT's
initial
release.
The
findings
reveal
robust
but
narrowly
focused
evidence
behavioural
(i.e.,
work
with
ChatGPT)
disengagement
academic
dishonesty).
emotional
aspect
is
mixed,
instances
both
(e.g.,
satisfaction
interest/fun)
disappointment
worry/anxiety).
There
broad
weak
regarding
increased
positive
self-perception)
reduced
critical
thinking
overreliance).
Our
uncovers
several
under-explored
indicators
engagement,
pointing
need
further
research.
Specifically,
future
could
focus
students'
study
habits
attendance
(behavioural
engagement),
social
interaction
(emotional
self-regulation
(cognitive
engagement)
ChatGPT-supported
environments.
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Фев. 9, 2024
Introduction
The
integration
of
ChatGPT,
an
advanced
AI-powered
chatbot,
into
educational
settings,
has
caused
mixed
reactions
among
educators.
Therefore,
we
conducted
a
systematic
review
to
explore
the
strengths
and
weaknesses
using
ChatGPT
discuss
opportunities
threats
in
teaching
learning.
Methods
Following
PRISMA
flowchart
guidelines,
51
articles
were
selected
819
studies
collected
from
Scopus,
ERIC
Google
Scholar
databases
period
2022-2023.
Results
synthesis
data
extracted
included
revealed
32
topics
including
13
strengths,
10
weaknesses,
5
4
We
used
Biggs’s
Presage-Process-Product
(3P)
model
learning
categorize
three
components
3P
model.
Discussion
In
Presage
stage,
analyzed
how
interacts
with
student
characteristics
contexts
ensure
that
technology
adapts
effectively
diverse
needs
backgrounds.
Process
impacted
activities
determine
its
ability
provide
personalized,
adaptive,
effective
instructional
support.
Finally,
Product
evaluated
contributed
outcomes.
By
carefully
considering
application
each
stage
learning,
educators
can
make
informed
decisions,
leveraging
addressing
optimize
processes.
Journal of Applied Learning & Teaching,
Год журнала:
2023,
Номер
6(2)
Опубликована: Июль 17, 2023
This
research
study
examines
teachers'
perceptions
of
academic
dishonesty
in
the
writings
EFL
students
context
AI.
The
involved
67
teachers
who
provided
their
perspectives
through
questionnaires
and
interviews.
findings
indicate
a
mixed
perception
among
regarding
benefits
AI
technologies
for
students,
with
some
acknowledging
advantages
while
others
expressed
concerns
about
its
impact
on
integrity.
Teachers
unanimously
agreed
negative
influence
students'
commitment
to
honesty,
perceiving
it
as
enabling
hindering
skill
development.
highlights
role
detecting
AI-generated
assignments
emphasizes
need
addressing
ethical
implications.
Strategies
identified
include
problem-solving
activities,
plagiarism
detection
tools,
integration
teaching
practices.
While
acknowledged
challenges
AI-related
dishonesty,
underscores
importance
comprehensive
training
support
utilize
effectively
preserving
concludes
by
calling
institutions
policymakers
prioritize
considerations
develop
guidelines
responsible
use
education.
International Journal of Educational Technology in Higher Education,
Год журнала:
2024,
Номер
21(1)
Опубликована: Фев. 22, 2024
Abstract
ChatGPT,
an
AI-based
chatbot
with
automatic
code
generation
abilities,
has
shown
its
promise
in
improving
the
quality
of
programming
education
by
providing
learners
opportunities
to
better
understand
principles
programming.
However,
limited
empirical
studies
have
explored
impact
ChatGPT
on
learners’
processes.
This
study
employed
a
quasi-experimental
design
explore
possible
ChatGPT-facilitated
mode
college
students’
behaviors,
performances,
and
perceptions.
82
students
were
randomly
divided
into
two
classes.
One
class
(CFP)
practice
other
utilized
self-directed
(SDP)
mode.
Mixed
methods
collect
multidimensional
data.
Data
analysis
uncovered
some
intriguing
results.
Firstly,
CFP
had
more
frequent
behaviors
debugging
receiving
error
messages,
as
well
pasting
console
messages
website
reading
feedback.
At
same
time,
copying
codes
from
debugging,
feedback
ChatGPT.
Secondly,
would
improve
performance,
while
results
indicated
that
there
was
no
statistically
significant
difference
between
SDP
Thirdly,
student
interviews
revealed
three
highly
concerned
themes
students'
user
experience
about
ChatGPT:
services
offered
stages
usage,
Finally,
perceptions
toward
significantly
changed
after
practice,
including
perceived
usefulness,
ease
use,
intention
use.
Based
these
findings,
proposes
implications
for
future
instructional
development
AI-powered
tools
like
Journal of University Teaching and Learning Practice,
Год журнала:
2024,
Номер
21(06)
Опубликована: Апрель 19, 2024
Higher
education
is
currently
under
a
significant
transformation
due
to
the
emergence
of
generative
artificial
intelligence
(GenAI)
technologies,
hype
surrounding
GenAI
and
increasing
influence
educational
technology
business
groups
over
tertiary
education.
This
commentary,
prepared
for
Special
Issue
Journal
University
Teaching
&
Learning
Practice
(JUTLP)
on
“Enhancing
student
engagement
using
Artificial
Intelligence
(AI)
chatbots,”
delves
into
complex
landscape
opportunities
threats
that
AI
chatbots,
including
ChatGPT,
introduce
realm
higher
We
argue
while
offers
promise
in
enhancing
pedagogy,
research,
administration,
support,
concerns
around
academic
integrity,
labour
displacement,
embedded
biases,
environmental
sustainability,
increased
commercialisation,
regulatory
gaps
necessitate
critical
approach.
Our
commentary
advocates
development
literacy
among
educators
students,
emphasising
necessity
foster
an
environment
responsible
innovation
informed
use
AI.
posit
successful
integration
must
be
grounded
principles
ethics,
equity,
prioritisation
aims
human
values.
By
offering
nuanced
exploration
these
issues,
our
contribute
ongoing
discourse
how
institutions
can
navigate
rise
GenAI,
ensuring
technological
advancements
benefit
all
stakeholders
upholding
core
