An In-Depth Review of ChatGPT’s Pros and Cons for Learning and Teaching in Education

Authors

  • Agariadne Dwinggo Samala Faculty of Engineering, Universitas Negeri Padang, West Sumatera, Indonesia https://orcid.org/0000-0002-4425-0605
  • Xiaoming Zhai University of Georgia, Athens, Georgia
  • Kumiko Aoki The Open University of Japan, Chiba, Japan
  • Ljubisa Bojic Institute for Philosophy and Social Theory, University of Belgrade, Serbia
  • Simona Zikic Faculty of Media and Communications, Singidunum University, Serbia

DOI:

https://doi.org/10.3991/ijim.v18i02.46509

Keywords:

ChatGPT, artificial intelligence, genAI, educational technology, mobile apps

Abstract


As technology progresses, there has been an increasing interest in using Chatbot GPT (Generative Pre-trained Transformer) in education. Chatbot GPT, or ChatGPT, gained one million users within the first week of launching in November 2022 and had amassed over 100 million active users by February 2023. This type of artificial intelligence uses natural language processing to convert it into a user. This paper presents a comprehensive analysis and review of 34 articles published on ChatGPT and its potential impact on education by utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. This review analyzed various studies and articles to examine the strengths and limitations of GPT language models in education from 2018 to the present. The advantages of ChatGPT include its capacity to provide personalized and adaptive learning, instant feedback, and improved accessibility. However, there are potential drawbacks, such as the lack of emotional intelligence, the risk of overreliance on technology, and privacy concerns. This review suggests that ChatGPT has significant promise for education yet reinforces the necessity for further research and careful consideration of possible risks and limitations. Specifically, it pointed out potential invisible manipulations by instructing ChatGPT to answer educationrelated topics. The paper concludes by discussing the implications of ChatGPT for the future of education and emphasizing the need for further research in this field.

Author Biographies

Agariadne Dwinggo Samala, Faculty of Engineering, Universitas Negeri Padang, West Sumatera, Indonesia

Dr. Agariadne Dwinggo Samala is a professional educator, futurologist, dedicated researcher, and an Assistant Professor at the Faculty of Engineering, Universitas Negeri Padang (UNP), Indonesia, specializing in Informatics and Computer Engineering Education. He graduated from the Department of Computer Engineering, Faculty of Information Technology, Universitas Andalas, Indonesia. In 2015, he completed a Master’s in Technology and Vocational Education from the Faculty of Engineering at UNP, focusing on Informatics Engineering Education. In 2023, he received his Ph.D. from UNP, Indonesia, with a research focus on the convergence of technology and education. Additionally, Agariadne is the Founder and Coordinator of EMERGE (Emerging Technologies, Multimedia, and Education Research Environment) at Digital Soiety Lab, where he contributes to advancing research initiatives. He is an external collaborator of the Digital Society Lab at the Institute for Philosophy and Social Theory (IFDT), University of Belgrade, Serbia, and an external collaborator at Technology, Instruction, and Design in Engineering and Education Research (TiDEE.rg), Universidad Católica de Ávila, Spain. In addition, he is a member of the International Society for Engineering Pedagogy (IGIP) in Austria. With a deep passion for education, he has conducted impactful research on Technology-Enhanced Learning (TEL), Emerging Technologies in Education, Flexible Learning, 21st Century Learning, and Technology, Vocational Education and Training (TVET). He serves as an editorial board member of the journals: J-HyTEL, AMLER, JPTK, JEREL, and JCIM. He has contributed to the scientific community through his extensive publication record, with more than 40 published scientific papers. He has also fostered collaborative partnerships with other experts worldwide to drive education progress. He holds certifications as a Microsoft Certified Educator (21st Century Learning), Microsoft Certified: Power BI Data Analyst Associate, and Google Certified Educator. These certifications underscore his commitment to innovative teaching and learning practices, integrating technology to enhance education and research.

Xiaoming Zhai, University of Georgia, Athens, Georgia

Dr. Xiaoming Zhai is Associate Professor in Science Education and Artificial Intelligence, Director of the AI4STEM Education Center at the University of Georgia, and Visiting Professor at Leibniz Institute of Science and Mathematics Education. He obtained a Ph.D. at Beijing Normal University and was a Postdoctoral Research Associate at Stanford University and Michigan State University. Dr. Zhai’s research focuses on developing AI-based innovative assessments and supporting assessment practices in science. He is a consultant for several federal grants. Dr. Zhai’s research has been recognized by receiving the American Educational Research Association’s TACTL Early Career Researcher Award, NAEd/Spencer Research Development Award, Alexander von Humboldt Fellowship, Jhumki Basu Scholar Award, Sarah Moss Fellowship, and three UGA Provost’s awards.

Kumiko Aoki, The Open University of Japan, Chiba, Japan

Kumiko Aoki is the Professor of Informatics at the Open University of Japan (OUJ). Since receiving her Ph.D. in Communication and Information Sciences (CIS) from the University of Hawaii, she was Assistant Professor of Information Technology at Rochester Institute of Technology (1995-1998), Assistant Professor of Communication at Boston University (1998-2003), Associate Professor at the National Institute of Multimedia Education (NIME) in Japan (2004-2009), and Professor of Informatics at the Open University of Japan (OUJ) (2010-current). Her recent research interest is effective use of metaverse and AI in lifelong and life-wide learning.  

Ljubisa Bojic, Institute for Philosophy and Social Theory, University of Belgrade, Serbia

Ljubisa Bojic is a communication scientist, futurologist, and author of the paper The Metaverse through the prism of power and addiction: What will happen when the virtual world becomes more attractive than reality? and a monograph, Culture Organism or Techno-Feudalism: How Growing Addictions and Artificial Intelligence Shape Contemporary Society. Bojic received his Ph.D. from the University of Lyon II, France in 2013 and is currently a senior research fellow and coordinator of the Digital Society Lab, Institute for Philosophy and Social Theory, at the University of Belgrade, senior research fellow at The Institute for Artificial Intelligence of Serbia, senior research fellow at the Department of Communication, University of Vienna, researcher for AI at the United Nations Development Programme and visiting fellow of the Institute for Human Sciences Vienna (IWM). He has written more than 50 scientific papers, some of them published in leading journals, such as the European Journal of Futures Research and Communications: The European Journal of Communication Research. Bojic is appointed to the United Nations Environment Programme Foresight Expert Panel by UNEP’s Chief Scientist Andrea Hinwood. He was a member of a Serbian government work group dedicated to developing ethical standards for artificial intelligence. Bojic is associate editor of Springer’s journal Humanities & Social Sciences Communications and serves as an executive board member on Horizon’s Project 2022 TWin of Online Social Networks Project. He is the founder of EMERGE: Forum on the Future of AI Driven Humanity and the initiator of the Belgrade Digital Freedom Pledge intended to stimulate widespread conversations about recognizing recommender systems as a public good and digital identity as a human right. The current focus of Bojic’s work is the development of global AI policies and the alignment of AI with human values and wellbeing. He is frequently invited by the media to comment on the latest developments in AI from the perspective of digital humanism. Bojic speaks at universities and events across the world about his latest research.

Simona Zikic, Faculty of Media and Communications, Singidunum University, Serbia

Simona Zikic is a communicologist whose research and work focus on two main areas. On one hand, she specializes in applied communication, including public relations, marketing, and new technologies. On the other hand, she explores the meta-level of communication through leadership as an integrative process in contemporary societies. Simona completed her undergraduate and master’s studies in Communication in Belgrade. She defended her doctoral dissertation titled “Aspects of Communication in Contemporary Team Leadership” at the Faculty of Media and Communications in Belgrade. In addition to her formal education, she has received training in internal and external communications, both domestically and internationally. She has also undergone training to become a trainer and advisor in multinational companies. Simona is a communication consultant at the Youth with disabilities forum.

Cover iJIM – Vol 18, No 02, 2024

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Published

2024-01-25

How to Cite

Samala, A. D., Zhai, X., Aoki, K., Bojic, L., & Zikic, S. (2024). An In-Depth Review of ChatGPT’s Pros and Cons for Learning and Teaching in Education. International Journal of Interactive Mobile Technologies (iJIM), 18(02), pp. 96–117. https://doi.org/10.3991/ijim.v18i02.46509

Issue

Vol. 18 No. 02 (2024)

Section

Papers

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Copyright (c) 2023 Agariadne Dwinggo Samala, Ljubisa Bojic, Xiaoming Zhai, Kumiko Aoki, Simona Zikic

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