What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education
Tóm tắt
Artificial Intelligence (AI) technologies have been progressing constantly and being more visible in different aspects of our lives. One recent phenomenon is ChatGPT, a chatbot with a conversational artificial intelligence interface that was developed by OpenAI. As one of the most advanced artificial intelligence applications, ChatGPT has drawn much public attention across the globe. In this regard, this study examines ChatGPT in education, among early adopters, through a qualitative instrumental case study. Conducted in three stages, the first stage of the study reveals that the public discourse in social media is generally positive and there is enthusiasm regarding its use in educational settings. However, there are also voices who are approaching cautiously using ChatGPT in educational settings. The second stage of the study examines the case of ChatGPT through lenses of educational transformation, response quality, usefulness, personality and emotion, and ethics. In the third and final stage of the study, the investigation of user experiences through ten educational scenarios revealed various issues, including cheating, honesty and truthfulness of ChatGPT, privacy misleading, and manipulation. The findings of this study provide several research directions that should be considered to ensure a safe and responsible adoption of chatbots, specifically ChatGPT, in education.
Từ khóa
Tài liệu tham khảo
Altman, I., & Taylor, D. A. (1973). Social penetration: The development of interpersonal relationships. Holt, Rinehart Winston.
Asimov, I. (1942). Runaround. Astounding Science Fiction
Asimov, I. (1950). I, Robot. Gnome Press.
Barredo Arrieta, A., Díaz-Rodríguez, N., Del Ser, J., Bennetot, A., Tabik, S., Barbado, A., Garcia, S., Gil-Lopez, S., Molina, D., Benjamins, R., Chatila, R., & Herrera, F. (2020). Explainable artificial intelligence (XAI): Concepts, taxonomies, opportunities and challenges toward responsible AI. Information Fusion, 58, 82–115. https://doi.org/10.1016/j.inffus.2019.12.012
Beccari, M. N., & Oliveira, T. L. (2011). A philosophical approach about user experience methodology. In International Conference of Design, User Experience, and Usability (pp. 13–22). Springer, Berlin
Bozkurt, A. (2022). Biased binaries. Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00385-2
Brown, T. B., Mann, B., Ryder, N., Subbiah, M., Kaplan, J., Dhariwal, P., & Amodei, D. (2020). Language models are few-shot learners. arXiv preprint arXiv:2005.14165.
Bulathwela, S., Perez-Ortiz, M., Yilmaz, E., & Shawe-Taylor, J. (2020). Truelearn: A family of bayesian algorithms to match lifelong learners to open educational resources. Proceedings of the AAAI Conference on Artificial Intelligence, 34(01), 565–573. https://doi.org/10.1609/aaai.v34i01.5395
Čapek, K. (1921). Rossum’s Universal Robots.
Cook, K. S., Cheshire, C., Rice, E. R., & Nakagawa, S. (2013). Social exchange theory. In Handbook of social psychology (pp. 61–88). Springer, Dordrecht.
Durall, E., & Kapros, E. (2020). Co-design for a competency self-assessment Chatbot and survey in science education. In P. Zaphiris & A. Ioannou (Eds.), Learning and collaboration technologies human and technology ecosystems HCII 2020 lecture notes in computer science. Cham: Springer.
Erlingsson, C., & Brysiewicz, P. (2017). A hands-on guide to doing content analysis. African Journal of Emergency Medicine, 7(3), 93–99. https://doi.org/10.1016/j.afjem.2017.08.001
Firat, M. (2023). How chat GPT can transform autodidactic experiences and open education? https://doi.org/10.31219/osf.io/9ge8m
Flick, U. (2009). An introduction to qualitative research (4th ed.). SAGE.
Fryer, L. K., Nakao, K., & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behavior, 93, 279–289. https://doi.org/10.1016/j.chb.2018.12.023
Giachanou, A., & Crestani, F. (2016). Like it or not: A survey of Twitter sentiment analysis methods. ACM Computing Surveys (CSUR), 49(2), 1–41.
Guadamuz, A. (2016). The monkey selfie: Copyright lessons for originality in photographs and internet jurisdiction. Internet Policy Review. https://doi.org/10.14763/2016.1.398
Guadamuz, A. (2018). Can the monkey selfie case teach us anything about copyright law? WIPO Magazine, 1, 40–46.
Hansen, D., Shneiderman, B., & Smith, M. A. (2010). Analyzing social media networks with NodeXL: Insights from a connected world. Morgan Kaufmann.
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.
Harel, D., & Koren, Y. (2001). A Fast Multi-Scale Method for Drawing Large Graphs. In Graph Drawing: 8th International Symposium, GD 2000. Colonial Williamsburg, VA, USA, September 20–23, 2000, Proceedings (No. 1984, p. 183). Springer Science & Business Media.
Herft, A. (2023). A Teacher's Prompt Guide to ChatGPT: Aligned with 'What Works Best'. CESE NSW "What Works Best in Practice. https://drive.google.com/file/d/15qAxnUzOwAPwHzoaKBJd8FAgiOZYcIxq/view?fbclid=IwAR2fRdL5ggq4zU-81FiI8j4BAOp5HqWHC_Ecy2sqKk4EiWXL0FKa5GVz5dE
Hudlicka, E. (2016). Virtual affective agents and therapeutic games. In Artificial intelligence in behavioral and mental health care (pp. 81–115). Academic Press. https://doi.org/10.1016/B978-0-12-420248-1.00004-0
Inwood, B. (Ed.). (2003). The Cambridge companion to the Stoics. Cambridge University Press.
Janssen, A., Grützner, L., & Breitner, M. H. (2021). Why do chatbots fail? A critical success factors analysis. In International Conference on Information Systems (ICIS), Forty-Second International Conference on Information Systems
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. https://doi.org/10.35542/osf.io/5er8f
King, M. R., & chatGPT. (2023). A conversation on artificial intelligence, chatbots, and plagiarism in higher education. Cellular and Molecular Bioengineering, 16, 1–2. https://doi.org/10.1007/s12195-022-00754-8
Kuhail, M. A., Alturki, N., Alramlawi, S., et al. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28, 973–1018. https://doi.org/10.1007/s10639-022-11177-3
Kung, T. H., Cheatham, M., Medenilla, A., Sillos, C., De Leon, L., Elepaño, C., et al. (2023). Performance of ChatGPT on USMLE: Potential for AI-assisted medical education using large language models. PLOS Digit Health, 2(2), e0000198. https://doi.org/10.1371/journal.pdig.0000198
Levinger, G. (1980). Toward the analysis of close relationships. Journal of Experimental Social Psychology, 16(6), 510–544. https://doi.org/10.1016/0022-1031(80)90056-6
Lieberman, M. (2023). What Is ChatGPT and How Is It Used in Education?. Education Week. https://www.edweek.org/technology/what-is-chatgpt-and-how-is-it-used-in-education/2023/01
McCarthy, J., Minsky, M., Rochester, N., & Shannon, C. (1955). A proposal for Dartmouth summer research project on artificial intelligence. AI Magazine, 27, 12.
Mollick, E. R., & Mollick, L. (2022). New modes of learning enabled by AI chatbots: Three methods and assignments. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4300783
O’Connor, S., & ChatGPT,. (2023). Open artificial intelligence platforms in nursing education: Tools for academic progress or abuse? Nurse Education in Practice, 66, 103537. https://doi.org/10.1016/j.nepr.2022.103537
Ofgang, E. (2022). What is ChatGPT and how can you teach with it? Tips & tricks. Tech & Learning. https://www.techlearning.com/how-to/what-is-chatgpt-and-how-to-teach-with-it-tips-and-tricks
OpenAI. (2023). ChatGPT: Optimizing language models for dialogue. https://openai.com/blog/chatgpt/
Rainie, L. (2014). The six types of Twitter conversations. PewResearch. http://www.pewresearch.org/fact-tank/2014/02/20/the-six-types-of-twitter-conversations/
Rosati, E. (2017). The monkey selfie case and the concept of authorship: An EU perspective. Journal of Intellectual Property Law & Practice, 12(12), 973–977.
Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R., Abrami, P. C., Wade, C. A., & Lowerison, G. (2009). Technology’s effect on achievement in higher education: A stage I meta-analysis of classroom applications. Journal of Computing in Higher Education, 21, 95–109. https://doi.org/10.1007/s12528-009-9021-8
Shen-Berro, J. (2023). New York City Schools blocked ChatGPT. Here's what other large districts are doing. Chalkbeat. https://www.chalkbeat.org/2023/1/6/23543039/chatgpt-school-districts-ban-block-artificial-intelligence-open-ai
Skjuve, M., Følstad, A., Fostervold, K. I., & Brandtzaeg, P. B. (2022). A longitudinal study of human–chatbot relationships. International Journal of Human-Computer Studies, 168, 102903. https://doi.org/10.1016/j.ijhcs.2022.102903
Smith, M., Rainie, L., Shneiderman, B., & Himelboim, I. (2014). Mapping Twitter Topic Networks: From Polarized Crowds to Community Clusters. PweInternet. http://www.pewinternet.org/2014/02/20/mapping-twitter-topic-networks-from-polarized-crowds-to-community-clusters/
Stake, R. E. (1995). The art of case study research: Perspective in practice. Sage.
Susnjak, T. (2022). ChatGPT: The end of online exam integrity?. arXiv preprint arXiv:2212.09292.
The Guardian. (2023). New York City schools ban AI chatbot ChatGPT. The Guardian. Retrieved from https://www.theguardian.com/us-news/2023/jan/06/new-york-city-schools-ban-ai-chatbot-chatgpt
Thurmond, V. A. (2001). The point of triangulation. Journal of Nursing Scholarship, 33(3), 253–258. https://doi.org/10.1111/j.1547-5069.2001.00253.x
Turing, A. (1950). Computing machinery and intelligence. Mind A Quarterly Review of Psychology and Philosophy, 236, 433–460. https://doi.org/10.1093/mind/lix.236.433
van der Maaten, L., & Hinton, G. (2008). Visualizing data using t-SNE. Journal of Machine Learning Research, 9(2008), 2579–2605.
Yin, R. K. (1984). Case study research: Design and methods. Sage.