Future of education in the era of generative artificial intelligence: Consensus among Chinese scholars on applications of ChatGPT in schools
Abstract ChatGPT is an artificial intelligence chatbot that utilizes advanced natural language processing technologies, including large language models, to produce human‐like responses to user queries spanning a wide range of topics from programming to mathematics. As an emerging generative artifici...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Wiley
2023-09-01
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| Series: | Future in Educational Research |
| Subjects: | |
| Online Access: | https://doi.org/10.1002/fer3.10 |
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| _version_ | 1832086431797870592 |
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| author | Ming Liu Yiling Ren Lucy Michael Nyagoga Francis Stonier Zhongming Wu Liang Yu |
| author_facet | Ming Liu Yiling Ren Lucy Michael Nyagoga Francis Stonier Zhongming Wu Liang Yu |
| author_sort | Ming Liu |
| collection | DOAJ |
| description | Abstract ChatGPT is an artificial intelligence chatbot that utilizes advanced natural language processing technologies, including large language models, to produce human‐like responses to user queries spanning a wide range of topics from programming to mathematics. As an emerging generative artificial intelligence (GAI) tool, it presents novel opportunities and challenges to the ongoing digital transformation of education. This article employs a systematic review approach to summarize the viewpoints of Chinese scholars and experts regarding the implementation of GAI in education. The research findings indicate that a majority of Chinese scholars support the cautious integration of GAI into education as it serves as a learning tool that offers personalized educational experiences for students. However, it also raises concerns related to academic integrity and the potential hindrance to students' critical thinking skills. Consequently, a framework called DATS, which outlines an optimization path for future GAI applications in schools, is proposed. The framework takes into account the perspectives of four key stakeholders: developers, administrators, teachers, and students. |
| format | Article |
| id | doaj-art-54db9045027f418886c62a1b2b80a407 |
| institution | Kabale University |
| issn | 2835-9402 |
| language | English |
| publishDate | 2023-09-01 |
| publisher | Wiley |
| record_format | Article |
| series | Future in Educational Research |
| spelling | doaj-art-54db9045027f418886c62a1b2b80a4072025-02-06T15:35:19ZengWileyFuture in Educational Research2835-94022023-09-01117210110.1002/fer3.10Future of education in the era of generative artificial intelligence: Consensus among Chinese scholars on applications of ChatGPT in schoolsMing Liu0Yiling Ren1Lucy Michael Nyagoga2Francis Stonier3Zhongming Wu4Liang Yu5Faculty of Education Southwest University Chongqing ChinaFaculty of Education Southwest University Chongqing ChinaFaculty of Education Southwest University Chongqing ChinaFaculty of Education Southwest University Chongqing ChinaFaculty of Education Southwest University Chongqing ChinaFaculty of Education Southwest University Chongqing ChinaAbstract ChatGPT is an artificial intelligence chatbot that utilizes advanced natural language processing technologies, including large language models, to produce human‐like responses to user queries spanning a wide range of topics from programming to mathematics. As an emerging generative artificial intelligence (GAI) tool, it presents novel opportunities and challenges to the ongoing digital transformation of education. This article employs a systematic review approach to summarize the viewpoints of Chinese scholars and experts regarding the implementation of GAI in education. The research findings indicate that a majority of Chinese scholars support the cautious integration of GAI into education as it serves as a learning tool that offers personalized educational experiences for students. However, it also raises concerns related to academic integrity and the potential hindrance to students' critical thinking skills. Consequently, a framework called DATS, which outlines an optimization path for future GAI applications in schools, is proposed. The framework takes into account the perspectives of four key stakeholders: developers, administrators, teachers, and students.https://doi.org/10.1002/fer3.10ChatGPTChinese scholardigital transformation of educationgenerative artificial intelligence |
| spellingShingle | Ming Liu Yiling Ren Lucy Michael Nyagoga Francis Stonier Zhongming Wu Liang Yu Future of education in the era of generative artificial intelligence: Consensus among Chinese scholars on applications of ChatGPT in schools Future in Educational Research ChatGPT Chinese scholar digital transformation of education generative artificial intelligence |
| title | Future of education in the era of generative artificial intelligence: Consensus among Chinese scholars on applications of ChatGPT in schools |
| title_full | Future of education in the era of generative artificial intelligence: Consensus among Chinese scholars on applications of ChatGPT in schools |
| title_fullStr | Future of education in the era of generative artificial intelligence: Consensus among Chinese scholars on applications of ChatGPT in schools |
| title_full_unstemmed | Future of education in the era of generative artificial intelligence: Consensus among Chinese scholars on applications of ChatGPT in schools |
| title_short | Future of education in the era of generative artificial intelligence: Consensus among Chinese scholars on applications of ChatGPT in schools |
| title_sort | future of education in the era of generative artificial intelligence consensus among chinese scholars on applications of chatgpt in schools |
| topic | ChatGPT Chinese scholar digital transformation of education generative artificial intelligence |
| url | https://doi.org/10.1002/fer3.10 |
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