Chatgpt for Designing Course Outlines: A Boon or Bane to Modern Technology

Gupta, Puneet Kumar; Raturi, Swati; Venkateswarlu, P.

doi:10.2139/ssrn.4386113

Cited by 15 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Most relevant to this study, the quality of AI-generated responses must be carefully considered. As a large language model, ChatGPT-3 lacks a profound understanding of the words it processes, potentially resulting in ambiguous response outputs (Farrokhnia et al, 2023;Gao et al, 2023;Gupta, Raturi, and Venkateswarlu, 2023). There exists a considerable body of literature that claims that ChatGPT-3 struggles to evaluate the credibility of the data it was trained on, raising concerns about the quality and reliability of its responses (Farrokhnia et al, 2023;Lecler, Duron, and Soyer et al, 2023;Tlili et al, 2023).…”

Section: Navigating the Frontiers: Constraints And Challenges Of Chat...mentioning

confidence: 99%

Exploring the Feasibility and Efficacy of ChatGPT3 for Personalized Feedback in Teaching

Naz,

Robertson

2024

EJEL

View full text Add to dashboard Cite

This study explores the feasibility of using AI technology, specifically ChatGPT-3, to provide reliable, meaningful, and personalized feedback. Specifically, the study explores the benefits and limitations of using AI-based feedback in language learning; the pedagogical frameworks that underpin the effective use of AI-based feedback; the reliability of ChatGPT-3’s feedback; and the potential implications of AI integration in language instruction. A review of existing literature identifies key themes and findings related to AI-based teaching practices. The study found that social cognitive theory (SCT) supports the potential use of AI chatbots in the learning process as AI can provide students with instant guidance and support that fosters personalized, independent learning experiences. Similarly, Krashen’s second language acquisition theory (SLA) was found to support the hypothesis that AI use can enhance student learning by creating meaningful interaction in the target language wherein learners engage in genuine communication rather than focusing solely on linguistic form. To determine the reliability of AI-generated feedback, an analysis was performed on student writing. First, two rubrics were created by ChatGPT-3; AI then graded the papers, and the results were compared with human graded results using the same rubrics. The study concludes that e-Learning arning certainly has great potential; besides providing timely, personalized learning support, AI feedback can increase student motivation and foster learning independence. Not surprisingly, though, several caveats exist. It was found that ChatGPT-3 is prone to error and hallucination in providing student feedback, especially when presented with longer texts. To avoid this, rubrics must be carefully constructed, and teacher oversight is still very much required. This study will help educators transition to the new era of AI-assisted e-Learning by helping them make informed decisions about how to provide useful AI feedback that is underpinned by sound pedagogical principles.

show abstract

Section: Navigating the Frontiers: Constraints And Challenges Of Chat...mentioning

confidence: 99%

Exploring the Feasibility and Efficacy of ChatGPT3 for Personalized Feedback in Teaching

Naz,

Robertson

2024

EJEL

View full text Add to dashboard Cite

show abstract

“…It can identify patterns and produce believable responses, but it lacks a complete understanding of the underlying concepts of the phrases (Bogost, 2022). This could lead to shallow and superficial replies Borji (2023) and possibly irrelevant ones Gupta et al (2023), especially when dealing with activities that demand a detailed comprehension of specialized domain knowledge (Dimitrov, 2023). ChatGPT demonstrated proficiency in generating satisfactory solutions to intricate issues in Pathology in an empirical investigation.…”

Section: Insufficient Comprehensionmentioning

confidence: 99%

Chatgpt in Higher Education Malaysia: An Opportunity or Threat to The Education System?

Selvanathan,

Narayanan

2024

IJARPED

View full text Add to dashboard Cite

“…Interestingly, ChatGPT goes on to say that "this frees up their time to focus on higher-level tasks", which seems to indicate that ChatGPT does not see itself as a tool that can contribute to such higher-level tasks. In this regard, the literature suggests that ChatGPT can also be a valuable tool for educators as it can help in creating lesson plans for specific courses, developing customized resources and learning activities (i.e., personalized learning support), and generating course objectives, learning outcomes, and assessment criteria [14,36,37]. However, given the novelty of ChatGPT, these benefits seem to be mostly theoretical or speculative at this point, as more empirical works are needed to demonstrate how this can be fully achieved.…”

Section: Opportunitiesmentioning

confidence: 99%

Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT

Michel-Villarreal,

Vilalta-Perdomo,

Salinas-Navarro

et al. 2023

Education Sciences

204

View full text Add to dashboard Cite

ChatGPT is revolutionizing the field of higher education by leveraging deep learning models to generate human-like content. However, its integration into academic settings raises concerns regarding academic integrity, plagiarism detection, and the potential impact on critical thinking skills. This article presents a study that adopts a thing ethnography approach to understand ChatGPT’s perspective on the challenges and opportunities it represents for higher education. The research explores the potential benefits and limitations of ChatGPT, as well as mitigation strategies for addressing the identified challenges. Findings emphasize the urgent need for clear policies, guidelines, and frameworks to responsibly integrate ChatGPT in higher education. It also highlights the need for empirical research to understand user experiences and perceptions. The findings provide insights that can guide future research efforts in understanding the implications of ChatGPT and similar Artificial Intelligence (AI) systems in higher education. The study concludes by highlighting the importance of thing ethnography as an innovative approach for engaging with intelligent AI systems and calls for further research to explore best practices and strategies in utilizing Generative AI for educational purposes.

show abstract

Chatgpt for Designing Course Outlines: A Boon or Bane to Modern Technology

Cited by 15 publications

References 0 publications

Exploring the Feasibility and Efficacy of ChatGPT3 for Personalized Feedback in Teaching

Exploring the Feasibility and Efficacy of ChatGPT3 for Personalized Feedback in Teaching

Chatgpt in Higher Education Malaysia: An Opportunity or Threat to The Education System?

Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT

Contact Info

Product

Resources

About