Universal skepticism of ChatGPT: a review of early literature on chat generative pre-trained transformer

Watters, Casey; Lemanski, Michal K.

doi:10.3389/fdata.2023.1224976

Cited by 19 publications

(6 citation statements)

References 195 publications

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“…Fifth, the generally low perceived risks and low anxiety levels among the participating university students in this study suggest a readiness to adopt ChatGPT, in spite of the recognized concerns and known risks associated with this novel AI-based technology [92][93][94]. These concerns that were shown previously included possible unreliability of the generated content, risk of plagiarism, security concerns, risk of violating the academic policies, and privacy issues when using ChatGPT [5,14,18].…”

Section: Discussionmentioning

confidence: 63%

Factors Influencing Attitudes of University Students towards ChatGPT and its Usage: A Multi-National Study Validating the TAME-ChatGPT Survey Instrument

Abdaljaleel,

Barakat,

Alsanafi

et al. 2023

Preprint

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Artificial intelligence (AI)-based models hold the potential to transform higher education if adopted properly and ethically. A prime example is ChatGPT with earlier studies indicating its widespread adoption in academia and by university students. The current study aimed to identify the factors influencing the attitude towards ChatGPT and its usage among university students in Arab countries. A previous survey instrument termed Technology Acceptance Model Edited to Assess ChatGPT Adoption (TAME-ChatGPT) was administered online using a convenience-based approach among the contacts of the authors. Confirmatory factor analysis (CFA) for the survey constructs was done using root mean square error of approximation (RMSEA), standardized root mean square residual (SRMR), comparative fit index (CFI), and Tucker-Lewis index (TLI). The final study sample comprised a total of 2240 participant divided as follows: Iraq (n=736, 32.9%), Kuwait (n=582, 26.0%), Egypt (n=417, 18.6%), Lebanon (n=263, 11.7%), and Jordan (n=242, 10.8%). A total of 1048 respondents heard of ChatGPT before the study (46.8%), of which 551 used ChatGPT (52.6%). The mean scores of TAME-ChatGPT constructs showed that the ease of ChatGPT use, positive attitude towards technology and social influence, higher perceived usefulness, the influence of behavioral/cognitive factors, low perceived risks and low anxiety were the determinants of positive attitude to ChatGPT and its use. For both the attitude and usage scales of TAME-ChatGPT, CFA collectively yielded satisfactory fit indices as indicated by low RMSEA and SRMR together with high CFI and TLI. Multivariate analysis showed that attitude to ChatGPT use was significantly influenced by country of residence, age, university type, and the latest grade point average of the students. The current study confirmed the validity of TAME-ChatGPT as a survey instrument to assess the possible determinants of ChatGPT use among university students in Arab countries. The study findings highlighted that successful adoption of ChatGPT in higher education could be dependent on perceived ease of use, usefulness, positive attitudes to technology, social influence, behavioral/cognitive factors, lower anxiety, and minimal perceived risks. The utility of ChatGPT in higher education requires policies that should be tailored for various settings, considering the differences observed in attitude towards ChatGPT among participating students in this study.

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Section: Discussionmentioning

confidence: 63%

Factors Influencing Attitudes of University Students towards ChatGPT and its Usage: A Multi-National Study Validating the TAME-ChatGPT Survey Instrument

Abdaljaleel,

Barakat,

Alsanafi

et al. 2023

Preprint

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“…ChatGPT was released by OpenAI to the world in the late fall of 2022, and at the time, it was estimated to have reached "100 million monthly active users in January 2023" [51] and was noted to be "the fastest-growing consumer application in history" (p. 1). Watters and Lemanski [52] conducted a review of the early literature on ChatGPT, with findings revealing a "predominance of negative sentiment across disciplines" and "raising concerns about employment opportunities and ethical considerations" similar to concerns of use of social media and the internet in general of "privacy, bias, transparency, and accountability", yet holding "promise for improved communication" and needing further research "to address its capabilities and limitations" (Abstract and Discussion para 2). Dai, Liu, and Lim [53] identify ChatGPT as "a student-driven innovation" (p. 1) and a "potent enabler for enhancing education quality and transforming higher education" specifically, as it and tools like it "can be leveraged to enhance learning analytic techniques, generate customized scaffoldings, facilitate idea formation, and eventually expand educational access and resources for social justice" (p. 2).…”

Section: The Implications Of Artificial Intelligencementioning

confidence: 99%

“…The impact of GenAI on educational practices is in its early stages, and it is ChatGPT that is generating most of the discussion. The discussions cross the spectrum from the language of opportunity, time-saving strategies and efficiencies, hopeful transformations, and the potential to revolutionize education [57][58][59] to the language of challenges and fears; again, mostly regarding how assessments will be impacted and long-held concerns related to cheating and plagiarism [58], but also vulnerabilities related to bias, dis-and misinformation, and cybersecurity and privacy [52,60,61]. Fullan, Azorín, and Harris [58] note that "an assessment of the real impact that this technology will have on teaching and learning for good or bad, has yet to be made," that "there is a lack of research, guidelines, and regulations specific to ethical issues raised by the application of GenAI to education," (p. 2) and that there is a tangible fear regarding "whether AI in education has been designed to supplant teachers/leaders or reduce them to a functional role, rather than to assist them to teach/lead more effectively" (p. 5).…”

Section: The Implications Of Artificial Intelligencementioning

confidence: 99%

Social Media and Artificial Intelligence: Critical Conversations and Where Do We Go from Here?

Parra,

Chatterjee

2024

Education Sciences

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Prior to and during the pandemic, social media platforms such as Twitter and Facebook emerged as dynamic online spaces for diverse communities facilitating engagement and learning. The authors of this article have explored the use of social media with a focus on Twitter for engagement and student-centered design of online courses in higher education. As with all technology, social media is also riddled with complex issues and unfortunately, is increasingly considered unsafe. Students have often been hesitant in their use of social media, especially for coursework and unfortunately, this hesitation has only worsened. Considering this and recent developments, social media has become a questionable tool for use in education, yet remains integral to the lives of many, both personally and professionally. The emergence and popularity of generative artificial intelligence (GenAI) tools such as ChatGPT, Lensa AI, and Canva Magic Write present new challenges and opportunities and cannot be avoided by the educational communities. Is there hope for social media and AI tools during these uncertain times? Through the combination of a current literature review and qualitative collaborative autoethnographic research, the authors take a step back and engage in critical conversations about what we have learned from our uses of social media for engagement and learning in our online courses, with a focus on (1) the intentional uses of social media, (2) the challenges and concerning issues of social media tools, and (3) exploring the implications of artificial intelligence. Centering on the theme of “hope,” the authors navigate these educational and technological landscapes and answer the question “where do we go from here?” The authors are faculty at a southwest border university teaching preservice and in-service teachers alongside those who want to learn more about education and design with learning technologies. Their voices represent faculty, teachers, and students who are engaging with and immediately impacted by the challenges and opportunities of rapidly advancing technologies.

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“…The system can answer questions, create texts in different languages, including those related to different subject areas. An important feature is the ability to generate programmes in different programming languages on request (Watters and Lemanski, 2023). The main goal of ChatGPT is to simplify the user experience through a dialogue interface.…”

Section: Use Of Chatgpt In the Tourism Sectormentioning

confidence: 99%

Determining the Effectiveness of Using Chatgpt-4 in Organising Excursions

ISSAKOV,

OMAROV,

SAVANCHIYEVA

et al. 2024

GTG

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As artificial intelligence (AI) technology becomes more deeply embedded in people's daily lives and work, the importance of ChatGPT (Generative Pretrained Transformer) is growing and its application in the tourism sector is expanding. ChatGPT can be useful in organising new excursions because of its capabilities such as data analysis, interpretation, scenario creation and model evaluation. Therefore, the purpose of this study was to determine the effectiveness of using ChatGPT-4 in organising new excursions. The study was conducted at the Abai Kazakh National Pedagogical University and 82 students participated in the study. The study consisted of two stages, at the first stage students answered a questionnaire on the discipline of "Literary excursion", which was studied for 15 weeks, and at the second stage was conducted a study based on comparative analysis, with the assignment of 6 specially prepared questions to determine the effectiveness of using ChatGPT-4. As a result of the study, the need to study the excursion subject for students of educational programmes "Kazakh language and literature" was 72%. ChatGPT-4 became an indispensable tool in drawing up excursion itineraries for students, making their technological map and selecting an excursion object. In addition, with the help of ChatGPT-4 students built routes of new excursions and correctly identified tourist objects and traffic routes, type. Also very qualitatively wrote the text of the excursion in lit erary language and brought it to the level of an interesting script. Thus, using ChatGPT-4 when organising new excursions will help you to get information, save time, make specific decisions and improve quality. The results of this study may be useful in th e future to explore ChatGPT-4 in the potential integration of other technologies such as augmented reality or virtual reality.

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Universal skepticism of ChatGPT: a review of early literature on chat generative pre-trained transformer

Cited by 19 publications

References 195 publications

Factors Influencing Attitudes of University Students towards ChatGPT and its Usage: A Multi-National Study Validating the TAME-ChatGPT Survey Instrument

Factors Influencing Attitudes of University Students towards ChatGPT and its Usage: A Multi-National Study Validating the TAME-ChatGPT Survey Instrument

Social Media and Artificial Intelligence: Critical Conversations and Where Do We Go from Here?

Determining the Effectiveness of Using Chatgpt-4 in Organising Excursions

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