The role of ChatGPT in higher education: Benefits, challenges, and future research directions

Abstract

This paper examines the potential benefits and challenges of using the generative AI model, ChatGPT, in higher education, in the backdrop of the constructivist theory of learning. This perspective-type study presents five benefits of ChatGPT: the potential to facilitate adaptive learning, provide personalised feedback, support research and data analysis, offer automated administrative services, and aid in developing innovative assessments. Additionally, the paper identifies five challenges: academic integrity concerns, reliability issues, inability to evaluate and reinforce graduate skill sets, limitations in assessing learning outcomes, and potential biases and falsified information in information processing. The paper argues that tertiary educators and students must exercise caution when using ChatGPT for academic purposes to ensure its ethical, reliable, and effective use. To achieve this, the paper proposes various propositions, such as prioritising education on the responsible and ethical use of ChatGPT, devising new assessment strategies, addressing bias and falsified information, and including AI literacy as part of graduate skills. By balancing the potential benefits and challenges, ChatGPT can enhance students' learning experiences in higher education.

Rethinking online assessment strategies: Authenticity versus AI chatbot intervention

“…AI chatbots offer the promise of personalised, adaptive learning and immediate feedback (Zhao et al, 2021). Yet, they also pose challenges to the authenticity of learning outcomes, as they can be misused to bypass conventional online assessments (Daniel, 2020), creating both unethical and inequalities issues (Rasul et al, 2023). This duality raises the question of how to benefit from the potential of AI without compromising assessment integrity.…”

“…They can also assist in formative assessments, providing immediate feedback on students' progress and guiding them towards improvement (Siemens et al, 2015). According to Rasul et al, (2023), the utilisation of chatbot technology has demonstrated beneficial impacts on various aspects of the learning process, including the enhancement of explicit reasoning capabilities, improvements in learning outcomes and knowledge retention, as well as a heightened interest and engagement in the learning process.…”

“…Moreover, students may become overly reliant on AI chatbots to answer their queries or solve their problems, impeding the development of critical thinking and problem-solving skills. Students may forsake the deep learning process in favour of AI-generated answers (Rasul et al, 2023;Pellegrini & Quellmalz, 2010), which could result in a rudimentary understanding of course content. According to Seo et al (2021), if ChatGPT and other AI models are used for rapid and superficial learning, they may hinder the development of graduate-level skills such as critical thinking and problemsolving.…”

“…In November 2022, OpenAI, a Californiabased company released the ChatGPT-3.5 language model which was followed by an updated version (GPT4) in March 2023. These Generative Pre-trained Transformers are able to perform language related tasks including answering questions, generating texts and many more (Rasul, et al 2023). Since the release by OpenAI, several other chatbots have hit the markets and more continue to emerge on a weekly basis.…”

Editorial 6(2): Personal digital assistant or job killer? Generative AI and the teaching profession in higher education

“…Since then, we have fostered a rich dialogue by publishing more than 20 substantial pieces on this pressing subject. Our journal has become a focal point for critical discussions encompassing the potential advantages, challenges, and actionable recommendations concerning the implementation of generative AI technologies such as ChatGPT, as documented in a series of articles (Firat, 2023;Gamage et al, 2023;Ifelebuegu et al, 2023;Limna et al, 2023;Rasul et al, 2023;Rudolph et al, 2023aRudolph et al, , 2023b. Furthermore, our contributors have rigorously explored the ethical dimensions surrounding academic integrity and student engagements with AI tools during assessments, providing nuanced analyses of this complex issue (Chaka, 2023;Hassoulas et al, 2023;Ifelebuegu, 2023;Mohammadkarimi et al, 2023;Sullivan et al, 2023).…”