The Game-Changing Impact of AI Chatbots on Education ChatGPT and Beyond

Authors

  • Asokan Vasudevan Inti International University
  • Alma Vorfi Lama University for Business and Technology
  • Zohaib Hassan Sain Superior University

DOI:

https://doi.org/10.55537/jistr.v3i1.770

Keywords:

AI-based Education, ChatGPT, Educational Technology, Plagiarism Detection, Transformative Effects

Abstract

ChatGPT, an AI-driven chatbot, delivers coherent and valuable responses by analysing extensive data sets. This article explores the profound impact of ChatGPT on contemporary education, as discussed by prominent academics, scientists, distinguished researchers, and engineers. The study delves into ChatGPT's capabilities, its application in the education sector, and the identification of potential concerns and challenges. Initial assessments reveal variations in ChatGPT's performance across diverse subjects, including finance, coding, mathematics, and general public queries. While ChatGPT can assist educators by generating instructional content, providing suggestions, serving as an online educator for learners, answering questions and revolutionising education through smartphones and IoT devices, it has shortcomings. These include the risk of generating inaccurate or false information and evading plagiarism detection systems, a critical concern for maintaining originality. The commonly reported "hallucinations" in Generative AI, which applies to ChatGPT, also limit its utility in situations where precision is paramount. A notable deficiency in ChatGPT is the absence of a stochastic measure to facilitate authentic and empathetic communication with users. The article suggests that educational institutions' academic regulations and evaluation practices should be updated if ChatGPT is integrated into the educational toolkit. To effectively navigate the transformative effects of ChatGPT in the learning environment, it is imperative to educate teachers and students about its capabilities and limitations.

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Additional Files

Published

2024-01-31