The emergence of chatgpt and its implications for education and academic research in the 21st century

Altieres de Oliveira Silva; Diego dos Santos Janes

doi:10.37497/rev.artif.intell.educ.v3i00.6

The emergence of chatgpt and its implications for education and academic research in the 21st century

Authors

Altieres de Oliveira Silva EDITORA ALUMNI IN https://orcid.org/0000-0001-9940-6817
Diego dos Santos Janes EDITORA ALUMNI IN https://orcid.org/0000-0003-2701-4624

DOI:

https://doi.org/10.37497/rev.artif.intell.educ.v3i00.6

Keywords:

ChatGPT, Artificial Intelligence, Education, Academic Research, 21st Century, Personalized Learning

Abstract

Objective: The primary objective is to assess how ChatGPT can transform educational practices and academic research, highlighting the opportunities for personalized learning, teaching aid, and research acceleration, as well as the ethical dilemmas and integrity issues it introduces.

Method: A qualitative analysis was conducted, reviewing existing literature on ChatGPT's applications in education and research, and synthesizing insights from educators, researchers, and AI experts. The study also incorporates case studies of ChatGPT's deployment in academic settings.

Results: Findings suggest that ChatGPT can significantly enhance learning experiences through personalized feedback and support, enrich teaching methodologies, and streamline academic research processes. However, it also raises concerns regarding academic integrity, the authenticity of AI-generated content, and the need for new assessment frameworks.

Practical Implications and Conclusions: ChatGPT holds the potential to revolutionize educational and research practices by offering new tools for engagement and efficiency. Nevertheless, to fully leverage its benefits while mitigating risks, it is imperative to establish ethical guidelines, develop sophisticated plagiarism detection tools, and foster a culture of integrity and critical thinking. The study concludes that balancing the innovative capabilities of ChatGPT with a mindful approach to its challenges is crucial for its constructive integration into academic and educational landscapes.

Author Biographies

Altieres de Oliveira Silva, EDITORA ALUMNI IN

Ph.D. student in Business Law and Citizenship at UNICURITIBA, I specialize in Open Access Scientific Journals. I hold a certification from Cambridge University in Scientific Publication. With expertise in the field of Business Law and a strong focus on promoting accessibility to scientific knowledge.

Diego dos Santos Janes, EDITORA ALUMNI IN

I hold a Bachelor's degree in Business Administration from UNINOVE, and I am an expert in Open Access Scientific Publications, specializing in Scientific Communication and Editorial Management. Additionally, I have a specialization in Corporate Governance, which complements my knowledge and skills in the realm of business and organizational management. With a focus on promoting accessibility to scientific knowledge and effective editorial practices, my academic background equips me with a comprehensive understanding of both business administration and scholarly publication processes.

References

Haque, M. U., Dharmadasa, I., Sworna, Z. T., Rajapakse, R., & Ahmad, H. (2022). "I think this is the most disruptive technology": Exploring Sentiments of ChatGPT Early Adopters using Twitter Data. ArXiv. https://doi.org/10.48550/arXiv.2212.05856

Jeblick, K., Schachtner, B., Dexl, J., Mittermeier, A., Stüber, A. T., Topalis, J., Weber, T., Wesp, P., Sabel, B., Ricke, J., & Ingrisch, M. (2022). ChatGPT Makes Medicine Easy to Swallow: An Exploratory Case Study on Simplified Radiology Reports. ArXiv. https://doi.org/10.48550/arXiv.2212.14882

Kung, T. H., Cheatham, M., Medenilla, A., Sillos, C., De Leon, L., Elepaño, C., Madriaga, M., Aggabao, R., Diaz-Candido, G., Maningo, J., & Tseng, V. (2022). Performance of ChatGPT on USMLE: Potential for AI-assisted medical education using large language models. PLOS Digital Health.

Gao, C., Howard, F. M., Markov, N., Dyer, E., Ramesh, S., Luo, Y., & Pearson, A. T. (2022). Comparing scientific abstracts generated by ChatGPT to original abstracts using an artificial intelligence output detector, plagiarism detector, and blinded human reviewers. bioRxiv. https://doi.org/10.1101/2022.12.23.521610

Silva, A. de O., & Janes, D. dos S. (2020). Exploring the Role of Artificial Intelligence in Education: A Comprehensive Perspective. Review of Artificial Intelligence in Education, 1(00), e05. https://doi.org/10.37497/rev.artif.intell.education.v1i00.5

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Published

2022-12-30

How to Cite

Silva, A. de O., & Janes, D. dos S. (2022). The emergence of chatgpt and its implications for education and academic research in the 21st century. Review of Artificial Intelligence in Education, 3, e6. https://doi.org/10.37497/rev.artif.intell.educ.v3i00.6

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Issue

Vol. 3 (2022): Jan./Dec. (Continuous Publication)

Section

PERSPECTIVES - EDITORIAL

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