Exploring the Impact of AI-Powered Chatbots (Chat GPT) on Education: A Qualitative Study on Benefits and Drawbacks
Article Sidebar
Read Counter : 2291
Download : 3310
Main Article Content
Abstract
The advancement of technology has driven the implementation of artificial intelligence-based chatbots in various fields, including education. This research investigates the impact of the presence and usage of AI-powered chatbots (Chat GPT) in the field of education, with a focus on potential benefits and drawbacks. The study employs a qualitative approach, gathering data through in-depth interviews and participatory observations in multiple educational institutions. Additionally, responses and perspectives from educators, students, and administrative staff are obtained through structured questionnaires. This research reveals that using AI-powered chatbots in education brings several benefits, such as improving the accessibility of learning materials, providing personalized learning support, and addressing individual challenges in the teaching and learning process. However, on the other hand, there are some drawbacks, including the potential replacement of essential social interactions between teachers and students and concerns regarding privacy issues and ethical use of data. Based on these findings, this study concludes that implementing AI-powered chatbots in education can provide significant benefits but also requires careful consideration of potential negative impacts. Overall, this article provides a profound understanding of how AI-based chatbots can be valuable tools in supporting the teaching and learning process while identifying aspects that need to be considered to optimize benefits and minimize risks in their usage.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The proposed policy for journals that offer open access
Authors who publish with this journal agree to the following terms:
- Copyright on any article is retained by the author(s).
- Author grant the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
- The article and any associated published material is distributed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
References
Cascella, M., Montomoli, J., Bellini, V., & Bignami, E. (2023). Evaluating the Feasibility of ChatGPT in Healthcare: An Analysis of Multiple Clinical and Research Scenarios. Journal of Medical Systems, 47(1), 1–5. https://doi.org/10.1007/s10916-023-01925-4
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00408-3
Chang, J., Park, J., & Park, J. (2023). Using an Artificial Intelligence Chatbot in Scientific Inquiry: Focusing on a Guided-Inquiry Activity Using Inquirybot. In Asia-Pacific Science Education (Vol. 9, Issue 1). https://doi.org/10.1163/23641177-bja10062
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00392-8
Jackson-Triche, M., Vetal, D., Turner, E. M., Dahiya, P., & Mangurian, C. (2023). Meeting the Behavioral Health Needs of Health Care Workers During COVID-19 by Leveraging Chatbot Technology: Development and Usability Study. Journal of Medical Internet Research, 25, 1–14. https://doi.org/10.2196/40635
Li, L., Chen, C. P., Wang, L., Liang, K., & Bao, W. (2023). Exploring Artificial Intelligence in Smart Education: Real-Time Classroom Behavior Analysis with Embedded Devices. Sustainability (Switzerland), 15(10), 1–24. https://doi.org/10.3390/su15107940
Lyu, Q., Tan, J., Zapadka, M. E., Ponnatapura, J., Niu, C., Myers, K. J., Wang, G., & Whitlow, C. T. (2023). Translating radiology reports into plain language using ChatGPT and GPT-4 with prompt learning: results, limitations, and potential. Visual Computing for Industry, Biomedicine, and Art, 6(1), 1–10. https://doi.org/10.1186/s42492-023-00136-5
Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B. P. T. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28(4), 4221–4241. https://doi.org/10.1007/s10639-022-11316-w
Pisica, A. I., Edu, T., Zaharia, R. M., & Zaharia, R. (2023). Implementing Artificial Intelligence in Higher Education: Pros and Cons from the Perspectives of Academics. Societies, 13(5), 1–13. https://doi.org/10.3390/soc13050118
Shim, K. J., Menkhoff, T., Teo, L. Y. Q., & Ong, C. S. Q. (2023). Assessing the effectiveness of a chatbot workshop as experiential teaching and learning tool to engage undergraduate students. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-023-11795-5
Stojanov, A. (2023). Learning with ChatGPT 3.5 as a more knowledgeable other: an autoethnographic study. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00404-7
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00237-x
Vera, M. C. S., & Palaoag, T. D. (2023). Implementation of a Smarter Herbal Medication Delivery System Employing an AI-Powered Chatbot. International Journal of Advanced Computer Science and Applications, 14(3), 500–508. https://doi.org/10.14569/IJACSA.2023.0140358
Wang, T., Lund, B. D., Marengo, A., Pagano, A., Mannuru, N. R., Teel, Z. A., & Pange, J. (2023). Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success. Applied Sciences (Switzerland), 13(11). https://doi.org/10.3390/app13116716
Yi, P. K., Ray, N. D., & Segall, N. (2023). A novel use of an artificially intelligent Chatbot and a live, synchronous virtual question-and answer session for fellowship recruitment. BMC Medical Education, 23(1), 1–7. https://doi.org/10.1186/s12909-022-03872-z
Zia-ud-din, M., Ed, D., & Elhajraoui, F. E. (2023). Role of Artificial Intelligence in Legal Education in the 21 st Century. FWU Journal of Social Sciences, 17(2), 62–77.