Exploring the Impact of Chat GPT on Higher Education: Advantages, Hurdles, and Prospective Research Avenues

Authors

  • Zohaib Hassan Sain Superior University, Pakistan
  • Victa Sari Dwi Kurniati Universitas Sarjanawiyata Tamansiswa, Indonesia, Indonesia

DOI:

https://doi.org/10.30738/tijes.v5i1.16274

Keywords:

Academic Integrity, Artificial Intelligence (AI), Chat GPT, Generative AI Model, Higher Education

Abstract

This article explores the potential advantages and obstacles associated with the utilization of the generative AI model, Chat GPT, within the realm of higher education, considering the constructivist theory of learning. In this analytical study, five positive aspects of Chat GPT are discussed, including its capacity to facilitate adaptive learning, offer personalized feedback, support research and data analysis, provide automated administrative services, and contribute to the creation of innovative assessments. Conversely, the article highlights five challenges, such as concerns about academic integrity, issues related to reliability, the difficulty in evaluating and reinforcing graduate skill sets, limitations in assessing learning outcomes, and the potential presence of biases and falsified information in information processing. The argument presented emphasizes the need for caution among tertiary educators and students when employing Chat GPT for academic purposes to ensure its ethical, dependable, and efficient use. To address these concerns, the article puts forth several recommendations, such as prioritizing education on the responsible and ethical use of Chat GPT, devising new assessment strategies, tackling bias and falsified information, and integrating AI literacy into graduate skills. By carefully considering both the potential benefits and challenges, the integration of Chat GPT has the potential to enhance the overall learning experiences of students in higher education.

Downloads

Download data is not yet available.

References

Abbas, N., Whitfield, J., Atwell, E., Bowman, H., Pickard, T., & Walker, A. (2022). Online chat and chatbots to enhance mature student engagement in higher education. International Journal of Lifelong Education, 41(3), 308-326. https://doi.org/10.1080/02601370.2022.2066213

Abdelghani, R., Wang, Y. H., Yuan, X., Wang, T., Sauzéon, H., & Oudeyer, P. Y. (2022). GPT-3-driven pedagogical agents for training children’s curious question-asking skills. ArXiv. https://doi.org/10.48550/arXiv.2211.14228

Abelha, M., Fernandes, S., Mesquita, D., Seabra, F., & Ferreira-Oliveira, A. T. (2020). Graduate employability and competence development in higher education—A systematic literature review using PRISMA. Sustainability, 12(15), 5900. https://doi.org/10.3390/su12155900

Abramson, A. (2023, March 27). How to use ChatGPT as a learning tool. American Psychological Association. https://www.apa.org/monitor/2023/06/chatgpt-learning-tool

Adar, N., & Kandemir M. C (2008, May 8). M-learning tools for palm device: M-test and m-exercise [Paper presentation]. 8th International Educational Technology Conference, Anadolu University, Eskisehir.

Ahmed, A. (2023, January 27). ChatGPT achieved one million users in record time- revolutionising time-saving in various fields. Digital Information World. https://www.digitalinformationworld.com/2023/01/chat-gpt-achieved-one-million-users-in.html#:~:text=As%20per%20the%20recent%20reports,to%20reach%20a%20similar%20hallmark

Alkaissi, H., & McFarlane, S. I. (2023). Artificial hallucinations in ChatGPT: Implications in scientific writing. Cureus, 15(2), e35179. http://dx.doi.org/10.7759/cureus.35179

Atlas, S. (2023). ChatGPT for higher education and professional development: A guide to conversational AI. University of Rhode Island.

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.

Baidoo-Anu, D. & Owusu Ansah, L. (2023, January 25). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. http://dx.doi.org/10.2139/ssrn.4337484

Baser, V. G., & Mutlu, N. (2011, April 27-29). An investigation of relationship between pre-service elementary teachers’ pedagogical beliefs and their technology integration perception [Paper presentation]. Second International Conference on New Trends in Education and Their Implications, Antalya, Turkey.

Bernius, J. P., Krusche, S., & Bruegge, B. (2022). Machine learning-based feedback on textual student answers in large courses. Computers and Education: Artificial Intelligence, 3, 100081. https://doi.org/10.1016/j.caeai.2022.100081

Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5-22.

Biswas, S. (2023, February). Role of ChatGPT in education. https://ssrn.com/abstract=4369981

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5

Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3), 400-413. https://doi.org/10.1080/02602938.2015.1018133

Bozkurt, A. (2023). Generative artificial intelligence (AI) powered conversational educational agents: The inevitable paradigm shift. Asian Journal of Distance Education, 18(1), 198-204, https://doi.org/10.5281/zenodo.7716416

Bridgeman, A. J., & Liu, D. (2023, January 23). How can I update assessments to deal with ChatGPT and other generative AI? The University of Sydney. https://educational-innovation.sydney.edu.au/teaching@sydney/how-can-i-update-assessments-to-deal-with-chatgpt-and-other-generative-ai/

Bridgeman, A., Liu, D., & Miller, B. (2023, February 28). How ChatGPT can be used at uni to save time and improve learning. The University of Sydney. https://www.sydney.edu.au/news-opinion/news/2023/02/28/how-chatgpt-can-be-used-at-uni-to-save-time-and-improve-learning.html.

Bridges, D. (2009). Research quality assessment in education: Impossible science, possible art? British Educational Research Journal, 35(4), 497-517. https://doi.org/10.1080/01411920903111565

Brookhart, S. M. (2008). How to give effective feedback to your students. Association for Supervision and Curriculum Development.

Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21–32.

Bruning, R. H., Schraw, G. J., Norby, M. M., & Ronning, R. R. (2004). Cognitive psychology and instruction (4th ed.) Pearson Education.

Cascella, M., Montomoli, J., Bellini, V., & Bignami, E. (2023). Evaluating the feasibility of ChatGPT in healthcare: An analysis of multiple clinical and research scenarios. Journal of Medical Systems, 47(1), 1-5. https://doi.org/10.1007/s10916-023-01925-4

Challis, D. (2005). Towards the mature ePortfolio: Some implications for higher education. Canadian Journal of Learning and Technology, 31(3), 1-20. https://doi.org/10.21432/T2MS41

Chen, Y., Jensen, S., Albert, L. J., Gupta, S., & Lee, T. (2023). Artificial intelligence (AI) student assistants in the classroom: Designing chatbots to support student success. Information Systems Frontiers, 25(1), 161-182. https://doi.org/10.1007/s10796-022-10291-4

Chen, E., Huang, R., Chen, H. S., Tseng, Y. H., & Li, L. Y. (2023). GPTutor: A ChatGPT-powered programming tool for code explanation. arXiv. https://doi.org/10.48550/arXiv.2305.01863

Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2023.2190148

Cradle. (2023, February 17). ChatGPT webinar #1 - What do we need to know now? YouTube. https://www.youtube.com/watch?v=mCCqf6tHI24

Crawford, J., Cowling, M., & Allen, K. A. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI). Journal of University Teaching & Learning Practice, 20(3), 2. https://doi.org/10.53761/1.20.3.02

Dawson, P. (2022, July 11). How to fix the fascinating, challenging, dangerous problem of cheating. Australian Association for Research in Education. https://www.aare.edu.au/blog/?page_id=185

Deng, X., & Yu, Z. (2023). A meta-analysis and systematic review of the effect of Chatbot technology use in sustainable education. Sustainability, 15(4), 2940. https://doi.org/10.3390/su15042940

Dennick, R. (2016). Constructivism: Reflections on twenty five years teaching the constructivist approach in medical education. International Journal of Medical Education, 7, 200. https://doi.org/10.5116/ijme.5763.de11

Dewey, J. (1929). The quest for certainty. Minton.

Dijkstra, R., Genç, Z., Kayal, S., & Kamps, J. (2022, July 27-31). Reading comprehension quiz generation using generative pre-trained transformers [Paper presentation]. The 23th

International Conference on Artificial Intelligence in Education (AIED’ 2022).

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). 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

Fadel, C., Holmes, W., & Bialik, M. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. The Center for Curriculum Redesign.

Falchikov, N. (2013). Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. Routledge.

Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education

and Teaching International, 1-15. https://doi.org/10.1080/14703297.2023.2195846

Flanagin, A., Bibbins-Domingo, K., Berkwits, M., & Christiansen, S. L. (2023). Nonhuman “authors” and implications for the integrity of scientific publication and medical knowledge. JAMA, 329(8), 637-639. https://doi.org/10.1001/jama.2023.1344

Fırat, M. (2023, January 12). How ChatGPT can transform autodidactic experiences and Open education? OSF Prepints. https://doi.org/10.31219/osf.io/9ge8m

Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning and Teaching, 6(1), 57-63. https://doi.org/10.37074/jalt.2023.6.1.22

Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press.

Gabajiwala, E., Mehta, P., Singh, R., & Koshy, R. (2022). Quiz maker: Automatic quiz generation from text using NLP. In P. K. Singh, S. T. Wierzchon, K. K. Chhabra, & S. Tanwar (Eds.), Futuristic trends in networks and computing technologies: Proceedings of fourth international conference on FTNCT 2021 (pp. 523-533). Springer Nature.

Gao, C. A., Howard, F. M., Markov, N. S., Dyer, E. C., 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

García-Peñalvo, F. J. (2023). The perception of Artificial Intelligence in educational contexts after the launch of ChatGPT: Disruption or Panic? Education in the Knowledge Society, 24, e31279. https://doi.org/10.14201/eks.31279

Gatzemeier, S. (2021, June 18). AI bias: Where does it come from and what can we do about it? Data Science W231 - Behind the Data: Humans and Values. https://blogs.ischool.berkeley.edu/w231/2021/06/18/ai-bias-where-does-it-come-from-and-what-can-we-do-about-it/

Geary, D. C. (1995). Reflections of evolution and culture in children’s cognition: Implications for mathematical development and instruction. American Psychologist, 50(1), 24-37. https://doi.org/10.1037//0003-066x.50.1.24

Geng, J., & Razali, A. B. (2020). Tapping the potential of Pigai Automated Writing Evaluation (AWE) program to give feedback on EFL writing. Universal Journal of Educational Research, 8(12B), 8334-8343. https://doi.org/10.13189/UJER.2020.082638

Gilson, A., Safranek, C. W., Huang, T., Socrates, V., Chi, L., Taylor, R. A., & Chartash, D. (2023). How does CHATGPT perform on the United States medical licensing examination? The implications of large language models for medical education and knowledge assessment. JMIR Medical Education, 9(1), e45312. https://doi.org/10.2196/45312

Goel, A. (2020). AI-powered learning: Making education accessible, affordable, and achievable. ArXiv. https://doi.org/10.48550/arXiv.2006.01908

Guo, B., Zhang, X., Wang, Z., Jiang, M., Nie, J., Ding, Y., Yue, J., & Wu, Y. (2023). How close is ChatGPT to human experts? Comparison corpus, evaluation, and detection. ArXiv. https://doi.org/10.48550/arXiv.2301.07597

Haque, M. U., Dharmadasa, I., Sworna, Z. T., Rajapakse, R. N., & Ahmad, H. (2022). “I think this is the most disruptive technology”: Exploring sentiments of ChatGPT early adopters using Twitter data. ArXiv preprint. arXiv:2212.05856. https://doi.org/10.48550/arXiv.2212.05856

Hartmann, J., Schwenzow, J., & Witte, M. (2023). The political ideology of conversational AI: Converging evidence on ChatGPT’s pro-environmental, left-libertarian orientation. ArXiv. https://doi.org/10.48550/arXiv.2301.01768

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487

Hein, G. E. (1991, October 15). Constructivist learning theory. Exploratorium. https://www.exploratorium.edu/education/ifi/constructivist-learning

Hemsley, B., Power, E., & Given, F. (2023, January 19). Will AI tech like ChatGPT improve inclusion for people with communication disability? The Conversation. https://theconversation.com/will-ai-tech-like-chatgpt-improve-inclusion-for-people-with-communication-disability-196481

Howlett, N. (2017). How machine learning is developing to get more insight from complex voice-of-customer data. Applied Marketing Analytics, 3(3), 250-254.

Hsu, T., & Thompson, S. A. (2023, February 13). Disinformation researchers raise alarms about AI. Chatbots. The New York Times. https://www.nytimes.com/2023/02/08/technology/ai-chatbots-disinformation.html

Huang, S. L., & Shiu, J. H. (2012). A user-centric adaptive learning system for e-learning 2.0. Journal of Educational Technology & Society, 15(3), 214-225.

Iordanou, K., Kuhn, D., Matos, F., Shi, Y., & Hemberger, L. (2019). Learning by arguing. Learning and Instruction, 63, 101207. https://doi.org/10.1016/j.learninstruc.2019.05.004

Ippolito, D., Yuan, A., Coenen, A., & Burnam, S. (2022). Creative writing with an AI-powered writing assistant: Perspectives from professional writers. ArXiv. https://doi.org/10.48550/arXiv.2211.05030

Isik, A. D. (2018). Use of technology in constructivist approach. Educational Research and Reviews, 13(21), 704-711. https://doi.org/10.5897/ERR2018.3609

Jansen, S. C., & Martin, B. (2015). The Streisand effect and censorship backfire. International Journal of Communication, 9, 656-671.

June, S., Yaacob, A., & Kheng, Y. K. (2014). Assessing the use of YouTube videos and interactive activities as a critical thinking stimulator for tertiary students: An action research. International Education Studies, 7(8), 56-67. https://doi.org/10.5539/ies.v7n8p56

Kaplan, A. (2021). Higher education at the crossroads of disruption: The university of the 21st century. Emerald Group Publishing.

Karim, R. (2023, February 13). ChatGPT: Old AI problems in a new guise, new problems in disguise. Monash University. https://lens.monash.edu/@politics-society/2023/02/13/1385448/chatgpt-old-ai-problems-in-a-new-guise-new-problems-in-

Kasneci, E. (2023, February 7). ChatGPT can lead to greater equity in education. MyScience. https://www.myscience.org/news/wire/chatgpt_can_lead_to_greater_equity_in_education-2023-tum

Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gaseer, U., Groh, G., Gunnemann, S., Hullermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274

Keith, T. (2022, February 16). Combating academic dishonesty, Part 1 – understanding the problem. The University of Chicago. https://academictech.uchicago.edu/2022/02/16/combating-academic-dishonesty-part-1-understanding-the-problem/

Kerr, P. (2016). Adaptive learning. ELT Journal, 70(1), 88-93. https://doi.org/10.1093/elt/ccv055

Kılıç, E., Karadeniz, Ş., & Karataş, S. (2003). İnternet destekli yapici ogrenme ortamlari. Gazi University Journal of Gazi Educational Faculty, 23(2), 149-160.

Kuhn, D. (2019). Critical thinking as discourse. Human Development, 62(3), 146-164. https://doi.org/10.1159/000500171

Kuhn, D., & Modrek, A. (2021). Mere exposure to dialogic framing enriches argumentive thinking. Applied Cognitive Psychology, 35(5), 1349-1355. https://doi.org/10.1002/acp.3862

Kumar, J. A. (2021). Educational chatbots for project-based learning: Investigating learning outcomes for a team-based design course. International Journal of Educational Technology in Higher Education, 18(1), 1-28. https://doi.org/10.1186/s41239-021-00302-w

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. (2023). Performance of ChatGPT on USMLE: Potential for AI-assisted medical education using large language models. PLoS Digital Health, 2(2), e0000198. https://doi.org/10.1371/journal.pdig.0000198

Kuo, Y. C., & Chang, Y. C. (2022). Adaptive teaching of flipped classroom combined with concept map learning diagnosis. An example of programming design course. Education and Information Technologies, 1-25. https://doi.org/10.1007/s10639-022-11540-4

Linn, M. C., Donnelly-Hermosillo, D., & Gerard, L. (2023). Synergies Between Learning Technologies and Learning Sciences: Promoting Equitable Secondary School Teaching. In Handbook of research on science education (pp. 447-498). Routledge.

Linn, M. C., Gerard, L., Ryoo, K., McElhaney, K., Liu, O. L., & Rafferty, A. N. (2014). Computer-guided inquiry to improve science learning. Science, 344(6180), 155-156.

Li, Z. (2022). Factors influencing students’ continuous willingness to use e-learning platforms in higher education. International Journal of Information and Communication Technology Education (IJICTE), 18(3), 1-11. https://doi.org/10.4018/IJICTE.313424

Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2), 100790. https://doi.org/10.1016/j.ijme.2023.100790

Lin, Z. (2023). Why and how to embrace AI such as ChatGPT in your academic life. PsyArXiv. https://doi.org/10.31234/osf.io/sdx3j

Liu, J., Shen, D., Zhang, Y., Dolan, W. B., Carin, L., & Chen, W. (2022a). What makes good in-context examples for GPT-3? In E. Aggire, M. Apidianaki, & I. Vulic (Eds.), Proceedings of Deep Learning Inside Out (DeeLIO 2022): The 3rd workshop on knowledge extraction and integration for deep learning architectures (pp. 100-114). Association for Computational Linguistics. http://dx.doi.org/10.18653/v1/2022.deelio-1.10

Liu, O. L., Frankel, L., & Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next-generation assessment. ETS Research Report Series, 14(1), 1-23. https://doi.org/10.1002/ets2.12009

Liu, Y., Mittal, A., Yang, D., & Bruckman, A. (2022b). Will AI console me when I lose my pet? Understanding perceptions of AI-mediated email writing. In S. Barbosa, C. Lampe, C. Appert, D. A. Shamma, S. Drucker, J. Williamson, & K. Yatani (Eds.), Proceedings of the 2022 CHI conference on human factors in computing systems (pp. 1-13). http://dx.doi.org/10.1145/3491102.3517731

Lodge, J. M. (2023, January 30). ChatGPT consistently fails (most parts of) the assessment tasks I assign my students: Here’s why. LinkedIn. https://www.linkedin.com/pulse/chatgpt-consistently-fails-most-parts-assessment-tasks-jason-m-lodge

Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News. https://doi.org/10.1108/LHTN-01-2023-0009

Lund, B. D., Wang, T., Mannuru, N. R., Nie, B., Shimray, S., & Wang, Z. (2023). ChatGPT and a new academic reality: Artificial Intelligence-written research papers and the ethics of the large language models in scholarly publishing. Journal of the Association for Information Science and Technology, 74(5), 570-581. http://dx.doi.org/10.1002/asi.24750

Ma, L., & Tsai, S. B. (2021). An immersive context teaching method for college English based on artificial intelligence and machine learning in virtual reality technology. Mobile Information Systems, 2021(2), 1-7. http://dx.doi.org/10.1155/2021/2637439

MacNeil, S., Nguyen, H. A., Bier, N., Domadia, T., & Stamper, J. (2022). Assessing the quality of student-generated short answer questions using GPT-3. In I. Hilliger, P. J. Muñoz-Merino, T. De Laet, A. Ortega-Arranz, & T. Farrell (Eds.), Educating for a new future: Making sense of technology-enhanced learning adoption: 17th European conference on technology enhanced learning, EC-TEL 2022 (pp. 243–257). Springer. https://doi.org/10.1007/978-3-031-16290-9_18

Makewa, L. N. (2019). Constructivist theory in technology-based learning. In L. N. Makewa, B. M. Ngussa, & J. M. Kuboja (Eds.), Technology-supported teaching and research methods for educators (pp. 268-287). IGI Global.

Merelo, J. J., Castillo, P. A., Mora, A. M., Barranco, F., Abbas, N., Guillen, A., & Tsivitanidou, O. (2022). Chatbots and messaging platforms in the classroom: An analysis from the teacher’s perspective. ArXiv. https://doi.org/10.48550/arXiv.2201.10289

Mollick, E. R., & Mollick, L. (2022). New modes of learning enabled by AI Chatbots: Three methods and assignments. Wharton School of the University of Pennsylvania & Wharton Interactive. http://dx.doi.org/10.2139/ssrn.4300783

Monash University. (2023). Generative AI and assessment. https://www.monash.edu/learning-teaching/teachhq/Teaching-practices/artificial-intelligence/generative-ai-and-assessment

Moore, S., Nguyen, H. A., Bier, N., Domadia, T., & Stamper, J. (2022). Assessing the quality of student-generated short answer questions using GPT-3. In I. Hilliger, P. J. Muñoz-Merino, T. De Laet, A. Ortega-Arranz, & T. Farrell (Eds.), Educating for a new future: Making sense of technology-enhanced learning adoption: 17th European conference on technology enhanced learning, EC-TEL 2022 (pp. 243–257). Springer. https://doi.org/10.1007/978-3-031-16290-9_18

Muhajirah, M. (2020). Basic of learning theory: (Behaviorism, cognitivism, constructivism, and humanism). International Journal of Asian Education, 1(1), 37-42. https://dx.doi.org/10.46966/ijae.v1i1.23

National Health and Medical Research Council. (2018). Australian code for responsible conduct of research (Report No. R41).

Nautiyal, R., Albrecht, J. N., & Nautiyal, A. (2023). ChatGPT and tourism academia. Annals of Tourism Research, 99, 103544. https://doi.org/10.1016/j.annals.2023.103544

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090

Nieminen, J. H., Bearman, M., & Ajjawi, R. (2022). Designing the digital in authentic assessment: Is it fit for purpose? Assessment & Evaluation in Higher Education, 1-15. https://doi.org/10.1080/02602938.2022.2089627

Okonkwo, C. W., & Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence, 2, 100033. https://doi.org/10.1016/j.caeai.2021.100033

Oliver, B., & de St Jorre, T. J. (2018). Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers. Higher Education Research & Development, 37(4), 821-836. https://doi.org/10.1080/07294360.2018.1446415

OpenAI. (2022). About. https://openai.com/about/

OpenAI. (2023). GPT-4 is OpenAI’s most advanced system, producing safer and more useful responses. https://openai.com/product/gpt-4

Osmani, M., Weerakkody, V., Hindi, N., & Eldabi, T. (2019). Graduates employability skills: A review of literature against market demand. Journal of Education for Business, 94(7), 423-432. https://doi.org/10.1080/08832323.2018.1545629

Pellegrino, J. W., & Quellmalz, E. S. (2010). Perspectives on the integration of technology and assessment. Journal of Research on Technology in Education, 43(2), 119-134.

Pavlik, J. V. (2023). Collaborating with ChatGPT: Considering the implications of generative artificial intelligence for journalism and media education. Journalism & Mass Communication Educator, 78(1). https://doi.org/10.1177/10776958221149577

Peng, H., Ma, S., & Spector, J. M. (2019). Personalised adaptive learning: An emerging pedagogical approach enabled by a smart learning environment. Smart Learning Environments, 6(1), 1-14. https://doi.org/10.1186/s40561-019-0089-y

Pérez, J. Q., Daradoumis, T., & Puig, J. M. M. (2020). Rediscovering the use of chatbots in education: A systematic literature review. Computer Applications in Engineering Education, 28(6), 1549-1565. https://doi.org/10.1002/cae.22326

Piaget, J. (1980). The psychogenesis of knowledge and its epistemological significance. In M. Piatelli-Palmarini (Ed.), Language and learning: The debate between Jean Piaget and Noam Chomsky (pp. 1-23). Harvard University Press.

Polak, S., Schiavo, G., & Zancanaro, M. (2022). Teachers’ perspective on artificial intelligence education: An initial investigation. In S. Barbosa, C. Lampe, C. Appert, & D. A. Shamma (Eds.), CHI EA ’22: Extended abstracts of the 2022 CHI conference on human factors in computing systems (pp. 1-7). Association for Computing Machinery. https://doi.org/10.1145/3491101.3519866

Popenici, S. A., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 1-13. https://doi.org/10.1186/s41039-017-0062-8

Pritchard, A. (2017). Ways of learning: Learning theories for the classroom. Routledge.

Qiu, J. (2019). A preliminary study of English mobile learning model based on constructivism. Theory and Practice in Language Studies, 9(9), 1167-1172. http://dx.doi.org/10.17507/tpls.0909.13

Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2021). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 1-21. https://doi.org/10.1080/10494820.2021.1884886

Rahman, M., Terano, H. J. R., Rahman, N., Salamzadeh, A., & Rahaman, S. (2023). ChatGPT and academic research: A review and recommendations based on practical examples. Journal of Education, Management and Development Studies, 3(1), 1-12.

Raisch, S., & Krakowski, S. (2021). Artificial intelligence and management: The automation–augmentation paradox. Academy of Management Review, 46(1), 192-210. https://doi.org/10.5465/amr.2018.0072

Raschka, S. (2023, February 1). What are the different approaches for detecting content generated by LLMs such as ChatGPT? And how do they work and differ? Sebastian Raschka. https://sebastianraschka.com/blog/2023/detect-ai.html

Rudolph, J., Tan, S., & Tan, S. (2023a). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342-363. https://doi.org/10.37074/jalt.2023.6.1.9

Rudolph, J., Tan, S., & Tan, S. (2023b). War of the chatbots: Bard, Bing Chat, ChatGPT, Ernie and beyond. The new AI gold rush and its impact on higher education. Journal of Applied Learning and Teaching, 6(1), 364-389. https://doi.org/10.37074/jalt.2023.6.1.23

Sallam, M. (2023, March). ChatGPT utility in health care education, research, and practice: Systematic review on the promising perspectives and valid concerns. Healthcare, 11(6), 887. https://doi.org/10.3390/healthcare11060887

Sambell, K., Brown, S., & Race, P. (2019). Assessment to support student learning: Eight challenges for 21st century practice. All Ireland Journal of Teaching and Learning in Higher Education (AISHE-J), 11(2), 1-15.

Sardana, D., Fagan, T. R., & Wright, J. T. (2023). ChatGPT: A disruptive innovation or disrupting innovation in academia? The Journal of the American Dental Association. https://doi.org/10.1016/j.adaj.2023.02.008

Schuh, K. L. (2003). Knowledge construction in the learner-centered classroom. Journal of Educational Psychology, 95(2), 426-442. https://doi.org/10.1037/0022-0663.95.2.426

Schon, D. A. (1983). The reflective practitioner: How professionals think in actions. Basic Book.

Schunk, D. H. (2012). Learning theories an educational perspective. Pearson Education.

Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Educational Technology in Higher Education, 18(54), 1-23. https://doi.org/10.1186/s41239-021-00292-9

Shen, Y., Heacock, L., Elias, J., Hentel, K. D., Reig, B., Shih, G., & Moy, L. (2023). ChatGPT and other large language models are double-edged swords. Radiology, 230163. https://doi.org/10.1148/radiol.230163

Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. https://doi.org/10.3102/0034654307313795

Silberg, J., & Manyika, J. (2019, June 6). Tackling bias in artificial intelligence (and in humans). McKinsey & Company. https://www.mckinsey.com/featured-insights/artificial-intelligence/tackling-bias-in-artificial-intelligence-and-in-humans

Skavronskaya, L., Hadinejad, A., & Cotterell, D. (2023). Reversing the threat of artificial intelligence to opportunity: A discussion of ChatGPT in tourism education. Journal of Teaching in Travel & Tourism, 1-6. https://doi.org/10.1080/15313220.2023.2196658

Smith, A. E., & Humphreys, M. S. (2006). Evaluation of unsupervised semantic mapping of natural language with Leximancer concept mapping. Behavior Research Methods, 38, 262-279. https://doi.org/10.3758/BF03192778

Sok, S., & Heng, K. (2023). ChatGPT for education and research: A review of benefits and risks. SSRN. https://dx.doi.org/10.2139/ssrn.4378735

Stapleton, L., & Stefaniak, J. (2019). Cognitive constructivism: Revisiting Jerome Bruner’s influence on instructional design practices. TechTrends, 63, 4-5. https://doi.org/10.1007/s11528-018-0356-8

Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning and Teaching, 6(1), 31-40. https://doi.org/10.37074/jalt.2023.6.1.17

Taber, K. S. (2012). Constructivism as educational theory: Contingency in learning, and optimally guided instruction. In J. Hassaskhah (Ed.), Educational theory (pp. 39-61). Nova.

Taecharungroj, V. (2023). What can ChatGPT do? Analysing early reactions to the innovative AI chatbot on Twitter. Big Data and Cognitive Computing, 7(1), 35. https://doi.org/10.3390/bdcc7010035

Tai, J. H. M., Dollinger, M., Ajjawi, R., de St Jorre, T. J., Krattli, S., McCarthy, D., & Prezioso, D. (2022). Designing assessment for inclusion: An exploration of diverse students’ assessment experiences. Assessment & Evaluation in Higher Education, 1-15. https://doi.org/10.1080/02602938.2022.2082373

Tam, M. (2000). Constructivism, instructional design, and technology: Implications for transforming distance learning. Journal of Educational Technology & Society, 3(2), 50-60.

Tangney, S. (2014). Student-centred learning: A humanist perspective. Teaching in Higher Education, 19(3), 266-275. https://doi.org/10.1080/13562517.2013.860099

Thorp, H. H. (2023). ChatGPT is fun, but not an author. Science, 379(6630), 313. https://doi.org/10.1126/science.adg7879

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

University of Adelaide. (2022). Graduate attributes. https://www.adelaide.edu.au/learning/resources-for-educators/graduate-attributes

University of Sydney. (2022, October 14). Graduate qualities. https://www.sydney.edu.au/students/graduatequalities.html#:~:text=They%20will%20also%20help

Van Der Veen, C., & Van Oers, B. (2017). Advances in research on classroom dialogue: Learning outcomes and assessments. Learning and Instruction, 48, 1-4. https://doi.org/10.1016/j.learninstruc.2017.04.002

Seda, C. (2018). Authentic assessment: Creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396

Vogels, E. A. (2021, August 19). Some digital divides persist between rural, urban and suburban America. Pew Research Center. https://www.pewresearch.org/fact-tank/2021/08/19/some-digital-divides-persist-between-rural-urban-and-suburban-america/

Vygotsky, L. S. (1962). Thought and language. MIT Press.

Weldy, T. G., & Turnipseed, D. L. (2010). Assessing and improving learning in business schools: Direct and indirect measures of learning. Journal of Education for Business, 85(5), 268-273. https://doi.org/10.1080/08832320903449535

White, P. J., Larson, I., Styles, K., Yuriev, E., Evans, D. R., Rangachari, P. K., Short, J. L., Exintaris, B., Malone, D. T., Davie, B., Eise, N., McNamara, K., & Naidu, S. (2016). Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours. Higher Education Research & Development, 35(3), 619-633. https://doi.org/10.1080/07294360.2015.1107887

Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research, and Evaluation, 2(2). https://doi.org/10.7275/FFB1-MM19

Xames, M. D., & Shefa, J. (2023). ChatGPT for research and publication: Opportunities and challenges. Journal of Applied Learning and Teaching, 6(1). Advance online publication. https://doi.org/10.37074/jalt.2023.6.1.20

Yang, T. C., Hwang, G. J., & Yang, S. J. H. (2013). Development of an adaptive learning system with multiple perspectives based on students’ learning styles and cognitive styles. Journal of Educational Technology & Society, 16(4), 185-200.

Zajda, J. (2021). Constructivist learning theory and creating effective learning environments. In J. Zajda (Ed.), Globalisation and education reforms: Creating effective learning environments (pp. 35-50). Springer. https://doi.org/10.1007/978-3-030-71575-5_3

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1-27. https://doi.org/10.1186/s41239-019-0171-0

Zhai, X. (2021). Advancing automatic guidance in virtual science inquiry: From ease of use to personalization. Educational Technology Research and Development, 69(1), 255-258.

Zhai, X., Haudek, K. C., Shi, L., Nehm, R., & Urban-Lurain, M. (2020a). From substitution to redefinition: A framework of machine learning-based science assessment. Journal of Research in Science Teaching, 57(9), 1430-1459.

Zhao, X., Shao, M., & Su, Y. S. (2022). Effects of online learning support services on university students’ learning satisfaction under the impact of Covid-19. Sustainability, 14(17), 10699. https://doi.org/10.3390/su141710699

Zhuo, T. Y., Huang, Y., Chen, C., & Xing, Z. (2023). Exploring AI ethics of ChatGPT: A diagnostic analysis. ArXiv. https://doi.org/10.48550/arXiv.2301.12867

Downloads

Published

2023-12-01

How to Cite

Sain, Z. H., & Victa Sari Dwi Kurniati. (2023). Exploring the Impact of Chat GPT on Higher Education: Advantages, Hurdles, and Prospective Research Avenues. Tamansiswa International Journal in Education and Science (TIJES), 5(1), 34–61. https://doi.org/10.30738/tijes.v5i1.16274

Citation Check