The use of ChatGPT in teaching and learning: a systematic review through SWOT analysis approach

Mai, Duong Thi Thuy; Da, Can Van; Hanh, Nguyen Van

doi:10.3389/feduc.2024.1328769

Cited by 28 publications

(6 citation statements)

References 81 publications

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“…Prior studies indicating that A.I. robots may increase student participation and discourse point to ChatGPT's persistent positive effect on classroom engagement (Ho, 2024;Javaid et al, 2023;Mai et al, 2024). According to research, students find utilizing ChatGPT to be more engaging while learning new words, writing, and language use (Pham & Nguyen, 2024).…”

Section: Discussionmentioning

confidence: 99%

“…tools, employing ChatGPT in the language learning classroom is an effective support tool for both teachers and students. However, Mai et al (2024) and Pham and Nguyen (2024) found that teachers have varying views on the use of ChatGPT in the classroom. While some are concerned about the effects on language learning and knowledge acquisition, others regard it as limitations for its accuracy and personalized learning (Pham & Nguyen, 2024).…”

Section: Introductionmentioning

confidence: 99%

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ChatGPT in Language Learning: Perspectives from Vietnamese Students in Vietnam and the USA

Pham,

2024

ijli

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The purpose of this study is to explore the students' perspectives on the use of ChatGPT to support their language learning. The current study collects data from 77 Vietnamese students who pursued their studies at some universities in Vietnam and the United States. The questionnaire was designed with Microsoft Forms and sent to the students via personal connections in both countries. The study found that ChatGPT or A.I. Chatbot was positively viewed as a useful tool for facilitating language learning. Moreover, ChatGPT was found to help engage the students in the learning process and was seen as an effective tool to support their learning and enhance their knowledge. However, over-alliance with ChatGPT might limit the students' critical thinking and creativity. To minimize these drawbacks, a compromise between ChatGPT and conventional teaching methods should be used. The current study suggests educators employ ChatGPT or AI tools to innovate language teaching and research.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

ChatGPT in Language Learning: Perspectives from Vietnamese Students in Vietnam and the USA

Pham,

2024

ijli

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“…Students' perceptions of ChatGPT as a digital co-teacher capture a range of sentiments, representing a complex interaction of anticipations, encounters, and worries. On the extreme end of the spectrum, some students view ChatGPT as a ground-breaking instrument that simpli es access to information and assistance (Yu, 2024;Mai et al, 2024). These students see it as a trustworthy ally in their academic endeavors and value its e ciency and convenience.…”

Section: Perceptions Of Chatgpt As a Digital Co-educatormentioning

confidence: 99%

ChatGPT as a Digital Co-Educator: Promoting Students' Responsible and Ethical Use of OpenAI tools in Educational Contexts

Habiba,

Partho

2024

Preprint

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This study aims to evaluate and expound upon the use of ChatGPT by Bangladeshi university students, with a particular emphasis on its goals, perceptions, benefits, and values of responsible and ethical use. The study used a quantitative approach, collecting information using both paper and online surveys. The researchers used Structural Equation Modelling (SEM) techniques with SmartPLS-4 software. The validity and reliability of the items were determined by rigorous testing of the instruments prior to analysis. SEM studies were then carried out to evaluate the suggested hypothesis. The findings showed that how students view ChatGPT is crucial in determining how they use it and what advantages it offers. Perceptions of ChatGPT, usage goals, benefits, and adherence to ethical and responsible use, according to data analysis, continued to be statistically significant. All hypotheses were supported by path analysis, with the exception of two hypotheses, which indicated that ChatGPT had a major impact on students' worries. As a limitation the research's drawback stems from its narrow focus, having been conducted with a limited number of participants despite the extensive size of the target population of university students in Bangladesh. Furthermore, the exclusion of certain universities was necessitated by logistical constraints and time limitations. Consequently, the findings are portrayed as a mere glimpse of a larger phenomenon akin to viewing a vast landscape through a small window. This study emphasizes how crucial it is for Bangladeshi students to use ChatGPT responsibly and ethically, especially in educational settings. Results showed that students use ChatGPT mostly to improve their conceptual grasp, which is consistent with earlier studies showing that AI can help with comprehension.

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“…This term was first introduced in 2008 by the United Kingdom Post Office, who conducted a survey on mobile phone usage and found that 53% of mobile phone users in Britain experienced stress when their mobile phones were inaccessible (Cinar et al, 2023). Since then, as society has become increasingly reliant on technology (Mai et al, 2024;Pan et al, 2024), nomophobia has emerged as a multifaceted psychological and cultural phenomenon with potential ramifications in mental health, including learning possibilities. Therefore, research on the prevalence of nomophobia among students has been proliferating, and a recent systematic review of 28 cross-sectional studies on the prevalence of nomophobia in 11,300 university students (Tuco et al, 2023) revealed that, overall, it was close to 100%.…”

Section: Introductionmentioning

confidence: 99%

Association between nomophobia and learning performance among undergraduate students: the mediating role of depression and anxiety

Abukhanova,

Almukhambetova,

Mamekova

et al. 2024

Front. Educ.

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BackgroundThere is a gap in the existing literature concerning the connection between nomophobia and diminished academic performance, potentially influenced by anxiety and depression. The present study aimed to examine the relationship between undergraduate students’ nomophobia and learning outcomes, and whether depression and/or anxiety mediate this potential link.MethodsA quantitative cross-sectional survey design was employed. Nomophobia, anxiety, and depression were measured in 307 undergraduate students using validated self-report questionnaires. Learning performance was assessed based on participants’ grade point averages. Correlation analysis and mediation analysis were conducted to test the hypotheses.ResultsThe Pearson correlation analysis and multiple parallel mediation modeling suggest that anxiety plays a significant role as a causal pathway through which nomophobic behavior leads to lower grades among university students compared to their less anxious peers. Depression had no significant mediation effect.ConclusionThe findings support the notion that nomophobia is linked to poor academic achievement. The detrimental impact of nomophobia on learning performance appears to be more closely tied to anxiety rather than depression. This research contributes to the understanding of the complex interplay between technology use, psychological well-being, and educational outcomes in the higher education context. The study’s implications include the validation of the measurement scales in a non-English population and the recognition of the influence of technology on mental health and academic outcomes.

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The use of ChatGPT in teaching and learning: a systematic review through SWOT analysis approach

Cited by 28 publications

References 81 publications

ChatGPT in Language Learning: Perspectives from Vietnamese Students in Vietnam and the USA

ChatGPT in Language Learning: Perspectives from Vietnamese Students in Vietnam and the USA

ChatGPT as a Digital Co-Educator: Promoting Students' Responsible and Ethical Use of OpenAI tools in Educational Contexts

Association between nomophobia and learning performance among undergraduate students: the mediating role of depression and anxiety

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