Literaturnachweis - Detailanzeige
| Autor/inn/en | Su, Jiahong; Yang, Weipeng |
|---|---|
| Titel | Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education |
| Quelle | In: ECNU Review of Education, 6 (2023) 3, S.355-366 (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Su, Jiahong) ORCID (Yang, Weipeng) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2096-5311 |
| Schlagwörter | Artificial Intelligence; Technology Uses in Education; Computer Mediated Communication; Educational Technology; Automation; Ethics; Educational Benefits; Individualized Instruction; Feedback (Response); Safety; Algorithms; Educational Policy |
| Abstract | Purpose: Artificial intelligence (AI) chatbots, such as ChatGPT and GPT-4, developed by OpenAI, have the potential to revolutionize education. This study explores the potential benefits and challenges of using ChatGPT in education (or "educative AI"). Design/Approach/Methods: This paper proposes a theoretical framework called "IDEE" for educative AI such as using ChatGPT and other generative AI in education, which includes identifying the desired outcomes, determining the appropriate level of automation, ensuring ethical considerations, and evaluating effectiveness. Findings: The benefits of using ChatGPT in education or more generally, educative AI, include a more personalized and efficient learning experience for students as well as easier and faster feedback for teachers. However, challenges such as the untested effectiveness of the technology, limitations in the quality of data, and ethical and safety concerns must also be considered. Originality/Value: This study explored the opportunities and challenges of using ChatGPT in education within the proposed theoretical framework. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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