ChatGPT in Higher Education: A Comprehensive Study of the Literature. Friend or Foe?

Paper

van Rensburg, Henriette and Reedy, Natasha. 2024. "ChatGPT in Higher Education: A Comprehensive Study of the Literature. Friend or Foe?" 23rd European Conference on e-Learning - ECEL 2024. Porto, Portugal 24 - 25 Oct 2024 Portugal. Academic Conferences International Limited. https://doi.org/10.34190/ecel.23.1.3126
Paper/Presentation Title

ChatGPT in Higher Education: A Comprehensive Study of the Literature. Friend or Foe?

Presentation TypePaper
Authorsvan Rensburg, Henriette and Reedy, Natasha
Journal or Proceedings TitleProceedings of the 23rd European Conference on e-Learning - ECEL 2024
Journal Citation23 (1), pp. 381-386
Article Number105
Number of Pages6
Year2024
PublisherAcademic Conferences International Limited
Place of PublicationPortugal
ISSN2048-8645
2048-8637
ISBN9781917204224
9781917204217
Digital Object Identifier (DOI)https://doi.org/10.34190/ecel.23.1.3126
Web Address (URL) of Paperhttps://papers.academic-conferences.org/index.php/ecel/article/view/3126
Web Address (URL) of Conference Proceedingshttps://www.upt.pt/en/archive/european-conference-on-e-learning/
Conference/Event23rd European Conference on e-Learning - ECEL 2024
Event Details
23rd European Conference on e-Learning - ECEL 2024
Parent
European Conference on e-Learning
Delivery
In person
Event Date
24 to end of 25 Oct 2024
Event Location
Porto, Portugal
Event Venue
Universidade Portucalense
Event Web Address (URL)
Abstract

This paper presents a qualitative, high-quality State-of-the-Art (SotA) extended literature review on integrating ChatGPT, an advanced and contemporary natural language processing model, a sophisticated AI-powered chatbot that OpenAI developed in higher education. Snyder (2019, p.1) emphasised that "a literature review as a research method is more relevant than ever”. According to Barry et al (2022, p. 663), "the fundamental purpose of SotA literature review is to create a 3-part argument about the state of knowledge for a specific phenomenon: This is where we are now. This is how we got here. This is where we could go next”. This 3-part argument will underpin this study. With the rapid advancement of artificial intelligence (AI) and its potential to transform various sectors, including education, integrating AI-powered tools like ChatGPT to enhance teaching and learning has become a topic of significant interest. This study explores the diverse applications of ChatGPT in higher education, including pedagogical practices, student engagement, intelligent tutoring systems, personalised learning, language learning support, academic research, feedback, grading, and administrative support. Additionally, it identifies the challenges and ethical concerns this technology poses, focusing on bias, privacy, data security, reliability, accountability, accuracy and the balance between human interaction and artificial intelligence. Analysing the literature on ChatGPT’s role in higher education presents future directions for implementing it in higher education settings, ushering in an era of exciting possibilities. The research concludes that higher education institutions should provide clear and transparent guidelines for their staff and students on using ChatGPT responsibly for academic purposes to mitigate any ethical concerns.

KeywordsArtificial intelligence; ChatGPT; Higher education; SotA literature review; Integrating; Teaching and learning
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390303. Higher education
4602. Artificial intelligence
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Byline AffiliationsUniversity of Southern Queensland
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