Benefits of Using ChatGPT in Learning: A Review

Armein Lusi Zeswita (1)
(1) Hiperkes and Work Safety Study Program, Sekolah Tinggi Ilmu Kesehatan Indonesia (STIKES) Indonesia, Padang, West Sumatra, Indonesia, Indonesia

Abstract

The current state of the world is one where technology significantly negatively impacts everyday life. Objective, this research aims to explain to students the moral principles that must be upheld in their work utilizing the efficiency of Chatbot/ChatGPT technology. The analytical methods used include literature review analysis. The research results show that educators' approaches must be clear and concise. moral knowledge obtained through transformation and creation of an academically oriented culture that is in line with the law and the rules that are strictly followed are based on ethical principles and academic ethics. Moreover, although simple, it was obtained with ChatGPT. However, socially, emotionally, and psychologically, children cannot change. As far as possible, this is due to silent and professional interpersonal interactions, and communications between students and Educators cannot be obtained through ChatGPT media technology. Apart from that, those moral and ethical standards Determining the arithmetic mean is very important in using ChatGPT so that humans can Individual users can clearly understand the potential benefits and impacts This occurs when people are negatively impacted by technology without critical information filtering into their knowledge of the subject.

Full text article

Generated from XML file

References

Amerstorfer, C. M., & Freiin Von Münster-Kistner, C. (2021). Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning. Frontiers in Psychology, 12, 713057. https://doi.org/10.3389/fpsyg.2021.713057

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

Dempere, J., Modugu, K., Hesham, A., & Ramasamy, L. K. (2023). The impact of ChatGPT on higher education. Frontiers in Education, 8, 1206936. https://doi.org/10.3389/feduc.2023.1206936

Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642

Gligorea, I., Cioca, M., Oancea, R., Gorski, A.-T., Gorski, H., & Tudorache, P. (2023). Adaptive Learning Using Artificial Intelligence in e-Learning: A Literature Review. Education Sciences, 13(12), 1216. https://doi.org/10.3390/educsci13121216

Guo, D., Chen, H., Wu, R., & Wang, Y. (2023). AIGC challenges and opportunities related to public safety: A case study of ChatGPT. Journal of Safety Science and Resilience, 4(4), 329–339. https://doi.org/10.1016/j.jnlssr.2023.08.001

Hadi Mogavi, R., Deng, C., Juho Kim, J., Zhou, P., D. Kwon, Y., Hosny Saleh Metwally, A., Tlili, A., Bassanelli, S., Bucchiarone, A., Gujar, S., Nacke, L. E., & Hui, P. (2024). ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions. Computers in Human Behavior: Artificial Humans, 2(1), 100027. https://doi.org/10.1016/j.chbah.2023.100027

Jauhiainen, J. S., & Guerra, A. G. (2023). Generative AI and ChatGPT in School Children’s Education: Evidence from a School Lesson. Sustainability, 15(18), 14025. https://doi.org/10.3390/su151814025

Kamalov, F., Santandreu Calonge, D., & Gurrib, I. (2023). New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution. Sustainability, 15(16), 12451. https://doi.org/10.3390/su151612451

Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(1), 34. https://doi.org/10.1186/s40594-018-0131-6

Menon, D., & Shilpa, K. (2023). “Chatting with ChatGPT”: Analyzing the factors influencing users’ intention to Use the Open AI’s ChatGPT using the UTAUT model. Heliyon, 9(11), e20962. https://doi.org/10.1016/j.heliyon.2023.e20962

Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J. M., & López-Meneses, E. (2023). Impact of the Implementation of ChatGPT in Education: A Systematic Review. Computers, 12(8), 153. https://doi.org/10.3390/computers12080153

Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., Somabut, A., Srisawasdi, N., Traiyarach, S., & Tuamsuk, K. (2022). How teachers manage their classroom in the digital learning environment – experiences from the University Smart Learning Project. Heliyon, 8(10), e10817. https://doi.org/10.1016/j.heliyon.2022.e10817

Nikolic, S., Daniel, S., Haque, R., Belkina, M., Hassan, G. M., Grundy, S., Lyden, S., Neal, P., & Sandison, C. (2023). ChatGPT versus engineering education assessment: A multidisciplinary and multi-institutional benchmarking and analysis of this generative artificial intelligence tool to investigate assessment integrity. European Journal of Engineering Education, 48(4), 559–614. https://doi.org/10.1080/03043797.2023.2213169

Perifanis, N.-A., & Kitsios, F. (2023). Investigating the Influence of Artificial Intelligence on Business Value in the Digital Era of Strategy: A Literature Review. Information, 14(2), 85. https://doi.org/10.3390/info14020085

Ratnasari, D., & Haryanto, H. (2019). Analysis of Utilization of Gadgets as Effective Learning Media in Innovation Education to improve Student Learning Achievement. KnE Social Sciences. https://doi.org/10.18502/kss.v3i17.4671

Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-Covid-19 Education and Education Technology ‘Solutionism’: A Seller’s Market. Postdigital Science and Education, 2(3), 863–878. https://doi.org/10.1007/s42438-020-00164-x

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), 15. https://doi.org/10.1186/s40561-023-00237-x

Yang, X. (2023). A Historical Review of Collaborative Learning and Cooperative Learning. TechTrends, 67(4), 718–728. https://doi.org/10.1007/s11528-022-00823-9

Authors

Armein Lusi Zeswita
lusiarmein71@gmail.com (Primary Contact)

Article Details

Similar Articles

You may also start an advanced similarity search for this article.