ChatGPT in the higher education environment: perspectives from the theory of high order thinking skills

Putra, Febri Wandha; Rangka, Itsar Bolo; Aminah, Siti; Aditama, Mint Husen Raya

doi:10.1093/pubmed/fdad120

Cited by 23 publications

(4 citation statements)

References 8 publications

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“…However, the emergence of LLMs may significantly streamline writing endeavors, raising concerns about the potential impact on the development of reasoning skills. Should students overly depend on text passages supplied by ChatGPT or analogous tools, there exists a risk of foregoing essential engagement in critical thinking and problem-solving processes vital for cognitive enhancement [36]. This escalating concern pertains to the potential erosion of peoples' capacity to generate original ideas and construct cogent arguments substantiating their perspectives [37].…”

Section: Losing Skills Via Substitutionmentioning

confidence: 99%

Vox Populi, Vox ChatGPT: Large Language Models, Education and Democracy

Zuber,

Gogoll

2024

Philosophies

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In the era of generative AI and specifically large language models (LLMs), exemplified by ChatGPT, the intersection of artificial intelligence and human reasoning has become a focal point of global attention. Unlike conventional search engines, LLMs go beyond mere information retrieval, entering into the realm of discourse culture. Their outputs mimic well-considered, independent opinions or statements of facts, presenting a pretense of wisdom. This paper explores the potential transformative impact of LLMs on democratic societies. It delves into the concerns regarding the difficulty in distinguishing ChatGPT-generated texts from human output. The discussion emphasizes the essence of authorship, rooted in the unique human capacity for reason—a quality indispensable for democratic discourse and successful collaboration within free societies. Highlighting the potential threats to democracy, this paper presents three arguments: the Substitution argument, the Authenticity argument, and the Facts argument. These arguments highlight the potential risks that are associated with an overreliance on LLMs. The central thesis posits that widespread deployment of LLMs may adversely affect the fabric of a democracy if not comprehended and addressed proactively and properly. In proposing a solution, we advocate for an emphasis on education as a means to mitigate risks. We suggest cultivating thinking skills in children, fostering coherent thought formulation, and distinguishing between machine-generated output and genuine, i.e., human, reasoning. The focus should be on the responsible development and usage of LLMs, with the goal of augmenting human capacities in thinking, deliberating and decision-making rather than substituting them.

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Section: Losing Skills Via Substitutionmentioning

confidence: 99%

Vox Populi, Vox ChatGPT: Large Language Models, Education and Democracy

Zuber,

Gogoll

2024

Philosophies

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“…However, a recent study [26] found that accuracy and reliability are considered the most common obstacles faced when using ChatGPT in education. Challenges affiliated with reliability involve depending on biased information (i.e., restricted range of data used) [27,28], the lack of updated information (i.e., updated information stopped in 2021) [29] and providing inaccurate/fake data (i.e., presenting fabricated references) [30]. Moreover, the over-reliance on ChatGPT may have a negative effect on students' ability to think critically and solve problems [31,32].…”

Section: Drivers and Consequences Of Chatgpt In Higher Educationmentioning

confidence: 99%

Drivers and Consequences of ChatGPT Use in Higher Education: Key Stakeholder Perspectives

Hasanein,

Sobaih

2023

EJIHPE

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The incorporation of artificial intelligence (AI) into education has heralded a transformative era in the way students learn and faculties teach. Among the burgeoning array of AI tools, ChatGPT stands out as a versatile and powerful resource. Developed by OpenAI, ChatGPT is an AI-driven conversational model that generates human-like responses. This research draws on the Constructivism Learning Theory to uncover the key drivers pushing higher education students to use ChatGPT for academic purposes, and the multifaceted consequences it brings to the academic environment, by integrating the perspectives of key stakeholders: students, faculty, and education experts/leaders. The key findings of in-depth, face-to-face, interviews with key stakeholders revealed 12 main drivers that motivate students and their faculty to use ChatGPT mainly for learning purposes. However, the findings identified the multifaceted (six positive and another six negative) consequences of using ChatGPT for academic purposes. Recommendations for mitigating the negative consequences of ChatGPT were discussed with key stakeholders, particularly education experts/leaders, who were more concerned about using ChatGPT for academic reasons. The research reveals that higher education institutions should establish clear guidelines as a part of higher education policy, supplemented with training sessions for students and their faculty, about the responsible use of ChatGPT for academic purposes to mitigate any ethical concerns.

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“…Some scholars are convinced that some students depended on ChatGPT-generated solutions rather than using their cognitive skills to think critically and respond to situations. Over time, this reliance may erode students' critical thinking and problem-solving abilities [40]. Given the circumstances, this is highly likely because ChatGPT acquires knowledge from text data found on the internet, encompassing various sources.…”

Section: Table4 Tests Of Between Subjects Effectsmentioning

confidence: 99%

AI chatbot-based learning: alleviating students' anxiety in english writing classroom

Hawanti,

Zubaydulloevna

2023

Bull.Socinf.The.App

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In the ever-evolving landscape of education, integrating innovative technologies can enhance the learning experience for students. ChatGPT, a cutting-edge language processing tool developed by OpenAI, offers exciting possibilities for teaching writing. This advanced AI model can be a powerful asset in the classroom, providing students with valuable resources and support as they develop their writing skills. Seventy-three college students participated in the quasi-experiment. The findings demonstrate that AI chatbot-based instruction reduces students' anxiety about learning English writing. AI chatbots offer instant feedback, allowing students to correct errors immediately. This quick feedback loop can prevent students from ruminating over their mistakes, thus reducing anxiety. With AI chatbot, students can learn at their own pace. They can take time to understand concepts, practice writing, and receive feedback without feeling rushed. This flexibility can alleviate the pressure of strict deadlines in traditional classroom settings. The findings imply teachers to implement chatbot-based learning in the classroom.

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ChatGPT in the higher education environment: perspectives from the theory of high order thinking skills

Cited by 23 publications

References 8 publications

Vox Populi, Vox ChatGPT: Large Language Models, Education and Democracy

Vox Populi, Vox ChatGPT: Large Language Models, Education and Democracy

Drivers and Consequences of ChatGPT Use in Higher Education: Key Stakeholder Perspectives

AI chatbot-based learning: alleviating students' anxiety in english writing classroom

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