ChatGPT: Systematic Review of Potentials and Limitations in Education

This study investigates alternative approaches for demonstrating historical understanding in elementary school history education, motivated by challenges to educational institutions posed by increased ChatGPT-related plagiarism. Focused on secondary education, an area with scant research, this study, through sociocultural and linguistic methods of analysis, contrasted human-generated historical narratives with those produced by ChatGPT. It was found that ChatGPT’s narratives, while stylistically superior, lacked emotional depth, highlighting a key differentiation from human storytelling. However, despite this differentiation, ChatGPT otherwise effectively mimicked typical discourse patterns of historical storytelling, suggesting that narrative-based writing assignments do not significantly reduce the likelihood of ChatGPT-assisted plagiarism. The study concludes by suggesting that rather than focusing on mitigating plagiarism, educational approaches to ChatGPT should seek to channel its potential for historical narratives into assistance with task design, delivery of content, and coaching student writing.

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Integrating ChatGPT in Education and Learning: A Case Study on Libyan Universities

Abolkasim,

Hasan

2024

JOPAS

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Integrating Artificial Intelligence (AI) technologies in the process of learning and education has become one of the revolutionary technological advancements of this era. This study evaluates the potential for integrating ChatGPT into university-level learning and education in Libya. An online questionnaire was distributed to students and academic staff across Libyan universities, with statistical analysis conducted on over 1000 responses to identify patterns. Despite a high number of participants being unfamiliar with ChatGPT, there was strong motivation to learn and integrate it into their work and studies. Scientific research and study emerged as the primary applications of ChatGPT among lecturers and students, respectively, with mobile applications being the most common access point. The findings indicate widespread consent for integrating ChatGPT into the educational process of Libyan universities. However, concerns were raised about overreliance on AI technologies, potentially leading to laziness and compromising integrity and creativity, particularly among students. Given the inevitability and increasing use of such technologies, the study emphasizes the importance of establishing rules and regulations for the utilization and integration of AI-supported tools like ChatGPT.

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ChatGPT: Systematic Review of Potentials and Limitations in Education

Cited by 3 publications

References 15 publications

Exploring the Interaction Between Teachers and ChatGPT in Developing a Teaching Session: How Does the Mathematical Knowledge for Teaching Shape This Interaction?

Exploring the Interaction Between Teachers and ChatGPT in Developing a Teaching Session: How Does the Mathematical Knowledge for Teaching Shape This Interaction?

ChatGPT-Generated and Student-Written Historical Narratives: A Comparative Analysis

Integrating ChatGPT in Education and Learning: A Case Study on Libyan Universities

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