Use of ChatGPT in Education

Version	Summary	Created by	Modification	Content Size	Created at	Operation
1		José María Fernández Batanero	--	1102	2023-08-08 12:17:44	\|
2	format correct	Conner Chen	Meta information modification	1102	2023-08-10 04:38:24	\| \|
3	Modified	José María Fernández Batanero	Meta information modification	1102	2023-08-29 20:49:13	\|

This entry is adapted from the peer-reviewed paper 10.3390/computers12080153

The use of ChatGPT in education has generated considerable interest due to its potential to enrich the learning experience of students. By providing quick and personalised responses, this system has the ability to address individual student needs, offer immediate feedback and facilitate the understanding of complex concepts. In this way, it becomes a promising tool that promotes a student’s active participation and cognitive advancement by adapting to their learning pace and offering continuous support in their knowledge acquisition process.

ChatGPT artificial intelligence education

1. Introduction

Over the past decades, artificial intelligence (AI) has experienced rapid growth and has transformed many areas of society. AI has positioned itself at the forefront of research fields ranging from medicine and robotics to education and autonomous driving. Broadly speaking, artificial intelligence refers to the ability of a computer system to mimic the behaviour of the human brain. This involves receiving information in the form of external data, learning through training and based on that learning, achieving the goals for which it was designed ^[1].

The implementation of artificial intelligence in education has had a significant impact, evidenced by improvements in the efficiency of the educational process, the promotion of global learning, the personalisation of learning, the creation of more intelligent content and the optimisation of educational management in terms of effectiveness and efficiency ^[2]. Nowadays, new technologies play a fundamental role in optimising the teaching–learning process. Education is not limited to being a mere product but is a process in which learning goes beyond the simple acquisition of knowledge. In this sense, artificial intelligence (AI) emerges as a new technology with great potential in the field of education, as AI-based systems could foster personalised learning, adapting to the needs and interests of each student ^[3].

Within education, it is critical to recognise that the implementation of AI raises significant challenges and ethical considerations. Issues such as data privacy, equity of access to education and the impact on the role of the educator require careful attention. It is essential to address these aspects in a responsible manner to ensure that AI is used in a beneficial and equitable way for all learners ^[4]. In this regard, it is critical to find a balance between technology and the essential role of educators to ensure that the focus remains on the holistic development of students and their preparation for an ever-changing world. Due to the short time between the launch of ChatGPT (end of November 2022), no systematic reviews addressing its impact on education have been found ^[5].

In this sense, although artificial intelligence is not something new, the emergence of ChatGPT has generated debate in education, questioning aspects such as traditional tasks, methodology and evaluation. Therefore, it is important to continue researching the potential of these tools and their impact, considering didactic and scientific aspects, and promoting an ethical and responsible integration of artificial intelligence in education. Educational technology, such as ChatGPT, is a constantly developing and evolving field, and its implementation in higher education may be relatively new and therefore less researched compared to other levels of education.

2. Use of ChatGPT in Education

The use of ChatGPT in education has emerged as an innovative and promising tool that seeks to enhance the learning experience and foster greater interaction between students and teachers. As its possibilities are investigated and understood, the use of ChatGPT in education reveals a significant potential to transform teaching and learning methods. In this sense, this artificial intelligence tool proves to be a motivating tool for students, by having to apply Information and Communication Technologies, and significantly improves students’ academic performances, if it is used appropriately. However, it is essential to bear in mind that its use presents a series of challenges, which teachers must be aware of to avoid incorrect use. Along these lines, proper training of teachers and students can be effective to know how to use the application and avoid its misuse in the academic environment. With ethical implementation and proper supervision, this technology can open new educational possibilities and enrich the teaching and learning process.

Following this line, it has proven to be a valuable tool to promote the development of writing skills in students. By interacting with the system, students can receive grammatical corrections, suggestions for improvement and detailed feedback on their writing, which gives them the opportunity to improve their written communication and achieve greater effectiveness in their written expression ^[7]. Thus, this application presents itself as an invaluable assistance tool for scientific writing; however, it is essential to understand that it should not be considered as a complete solution for scientific content creation. Writers must exercise their knowledge and experience to validate and complement the information provided by the tool. However, it also excels in its ability to facilitate group discussions and promote collaborative student participation in projects and assignments. This fosters a sense of community among learners by allowing interaction and an exchange of ideas ^[8].

Several studies have tried to explore the potential impact of artificial intelligence, especially with the famous ChatGPT tool for students in education. Various applications of artificial intelligence in education were studied, such as personalised learning experiences, adaptive testing, predictive analytics and chatbots. As a result, it shows an incredible potential to improve learning efficiency and provide personalised educational support to both students and teachers. However, it is essential to consider the risks and limitations associated with these technologies, such as data privacy, cultural differences, language proficiency and associated ethical implications ^[9].

Its influence over the last year has sparked a growing interest in education. This innovative tool has positioned itself as a disruptive technology that is revolutionising the way students are taught, promoted, and supported in academic environments. In this sense, educational centres are rethinking how to incorporate this technology into their didactic models in order to improve the teaching and learning process of educational agents ^[10]. Therefore, teachers must approach this tool in the classroom and present it as an additional resource that complements the learning process. However, it is crucial to highlight that this tool does not replace the cognitive processes necessary in learning or other sources of information such as books, articles or interactions with others.

References

Brazdil, P.; Jorge, A. Progress in Artificial Intelligence: Knowledge Extraction, Multi-Agent Systems, Logic Programming, and Constraint Solving; Springer: Berlin/Heidelberg, Germany, 2021.
Jara, I.; Ochoa, J.; Usos Y Efectos de la Inteligencia Artificial en la Educación. Sector Social División Educación. 2021. Available online: https://ie42003cgalbarracin.edu.pe/biblioteca/LIBR-NIV331012022134652.pdf (accessed on 3 June 2023).
García-Peña, V.R.; Mora-Marcillo, A.B.; Ávila-Ramírez, J.A. La inteligencia artificial en la educación. Domino De Las Cienc. 2020, 6, 648–666.
Incio Flores, F.A.; Capuñay Sánchez, D.L.; Estela Urbina, R.O.; Valles Coral, M.A.; Vergara Medrano, S.E.; Elera Gonzáles, D.G. Inteligencia artificial en educación: Una revisión de la literatura en revistas científicas internacionales. Apunt. Univ. 2021, 12, 353–372.
Neuman, M.; Rauschenberger, M.; Schön, E.M. “We Need To Talk About ChatGPT”: The Future of AI and Higher Education. Hochschule Hannover 2022, 1, 1–4.
García Sánchez, O.V. Uso y Percepción de ChatGPT en la Educación Superior. Rev. De Investig. En Tecnol. De La Inf. 2023, 11, 98–107.
Osorio, J.A.C. Explorando el potencial de ChatGPT en la escritura científica: Ventajas, desafíos y precauciones. Sci. Et Tech. 2023, 28, 3–5.
Qadir, J. Engineering Education in the Era of ChatGPT: Promises and Pitfalls of Generative AI for Education. TechRxiv 2022, 1, 1–10.
Wang, T.; Lund, B.D.; Marengo, A.; Pagano, A.; Mannuru, N.R.; Teel, Z.A.; Pange, J. Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success. Appl. Sci. 2023, 13, 6716.
García-Peñalvo, F.J. La percepción de la Inteligencia Artificial en contextos educativos tras el lanzamiento de ChatGPT: Disrupción o pánico. Educ. Knowl. Soc. (EKS) 2023, 24, e31279.

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Subjects: Education & Educational Research

Contributors MDPI registered users' name will be linked to their SciProfiles pages. To register with us, please refer to https://encyclopedia.pub/register :

Marta Montenegro-Rueda

José Fernández-Cerero

José María Fernández-Batanero

Eloy López-Meneses

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Update Date: 29 Aug 2023

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1. Introduction

2. Use of ChatGPT in Education

References