Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT

Abstract

ChatGPT is revolutionizing the field of higher education by leveraging deep learning models to generate human-like content. However, its integration into academic settings raises concerns regarding academic integrity, plagiarism detection, and the potential impact on critical thinking skills. This article presents a study that adopts a thing ethnography approach to understand ChatGPT’s perspective on the challenges and opportunities it represents for higher education. The research explores the potential benefits and limitations of ChatGPT, as well as mitigation strategies for addressing the identified challenges. Findings emphasize the urgent need for clear policies, guidelines, and frameworks to responsibly integrate ChatGPT in higher education. It also highlights the need for empirical research to understand user experiences and perceptions. The findings provide insights that can guide future research efforts in understanding the implications of ChatGPT and similar Artificial Intelligence (AI) systems in higher education. The study concludes by highlighting the importance of thing ethnography as an innovative approach for engaging with intelligent AI systems and calls for further research to explore best practices and strategies in utilizing Generative AI for educational purposes.

Publication DOI: https://doi.org/10.3390/educsci13090856
Divisions: ?? RG1020 ??
College of Business and Social Sciences > Aston Business School > Operations & Information Management
College of Business and Social Sciences > Aston Business School
Aston University (General)
Additional Information: Funding: The authors would like to acknowledge the financial support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work (Los autores desean agradecer el apoyo financiero de Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, en la producción de este trabajo). Copyright: © 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/ 4.0/).
Uncontrolled Keywords: academic integrity,barriers,chatbots,educational innovation,generative artificial intelligence,higher education,professional education,risks,universities,Computer Science (miscellaneous),Education,Developmental and Educational Psychology,Physical Therapy, Sports Therapy and Rehabilitation,Computer Science Applications,Public Administration
Publication ISSN: 2227-7102
Last Modified: 02 Dec 2024 08:59
Date Deposited: 05 Sep 2023 09:58
Full Text Link:
Related URLs: https://www.mdp ... 7-7102/13/9/856 (Publisher URL)
http://www.scop ... tnerID=8YFLogxK (Scopus URL)
PURE Output Type: Article
Published Date: 2023-08-23
Accepted Date: 2023-08-19
Authors: Michel-Villarreal, Rosario
Vilalta Perdomo, Eliseo (ORCID Profile 0000-0002-4551-8327)
Salinas-Navarro, David Ernesto (ORCID Profile 0000-0002-7919-4885)
Thierry-Aguilera, Ricardo
Gerardou, Flor Silvestre

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