ChatGPT

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The present study develops an integrative framework that investigates the relationship between the acceptability of ChatGPT among business students and their attitude, intention to adopt, and performance. This is achieved by examining the moderating role of business students' moral values and religious ethics. Using data collected from 312 university business students in Oman, we show that perceived usefulness (PU), perceived ease of use (PEOU), and perceived convenience (PC) have a positive effect on their attitudes toward ChatGPT. Business students' attitudes toward ChatGPT have a strong positive influence on their adoption intentions. Notably, university business students’ ChatGPT...

Synergizing collaborative writing and AI feedback: An investigation into enhancing L2 writing proficiency in wiki-based environments

Watcharapol Wiboolyasarin, Kanokpan Wiboolyasarin, Kanpabhat Suwanwihok (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Collaborative writing, paired with AI feedback, represents an innovative and effective pedagogical approach with the potential to revolutionize language learning practices. This study explores the influence of a three-step collaborative writing intervention, where AI feedback specially enhances the revision and editing stages of the L2 writing process for Thai-major undergraduate exchange students. Employing a quasi-experimental design, the study included 39 junior exchange students, with 18 in the experimental group and 21 in the control group. The approach employed a wiki-based collaborative writing strategy, integrating ChatGPT for written corrective feedback. The 10-week intervention...

Engagements with GPT responses and learner prompts in ChatGPT-based learning of English argumentative writing logic and their impacts

Ruofei Zhang, Di Zou, Haoran Xie (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

ChatGPT can be defined as a chatbot powered by OpenAI's GPT language models, which has shown promise in improving English-as-a-foreign-language (EFL) writing knowledge and skills. However, its application to developing EFL argumentative writing logic remains largely unexplored, despite the importance of this area. Moreover, existing studies have highlighted deep learner engagement with ChatGPT-based learning but have not examined how engagement varies between two key components of this learning method: GPT responses (GPT's messages to learners) and learner prompts (learners' messages to GPT). To better understand the mechanisms and efficacy of ChatGPT-based learning for EFL argumentative...

Why do students use ChatGPT? Answering through a triangulation approach

Ahnaf Chowdhury Niloy, Md Ashraful Bari, Jakia Sultana (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

ChatGPT has been a revolutionizing AI Chatbot, that has impacted academia significantly. Although there has been a number of studies over the influence of AI and education, a focus towards why students use it is minimal. This study explores factors affecting student use of ChatGPT through a triangulation approach, blending exploratory, qualitative, and quantitative analyses. Through exploration of factors via prior literature and analysis of narratives by the respondents of qualitative analysis to measuring their relationships quantitatively using SEM techniques, the study identifies core reasons to use ChatGPT by students of higher education. The findings highlight the significance of six...

Two years of innovation: A systematic review of empirical generative AI research in language learning and teaching

Belle Li, Yaling Lily Tan, Chaoran Wang (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

This systematic review examines the evolution of empirical research on generative AI in language learning and teaching from 2023 to 2024. Following PRISMA guidelines, we analyzed 144 peer-reviewed articles from Web of Science, Scopus, and ERIC databases to explore the field's progression, including identifying new developments, shifts in research priorities, and emerging themes that have arisen compared to the first year. The findings reveal an exponential growth in publications, with a significant shift from primarily exploratory inquiries to more systematic and empirically driven investigations. The analysis identified six main research foci: Perceptions and attitudes, psychological and...

Analysis of LLMs for educational question classification and generation

Said Al Faraby, Ade Romadhony, Adiwijaya (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Large language models (LLMs) like ChatGPT have shown promise in generating educational content, including questions. This study evaluates the effectiveness of LLMs in classifying and generating educational-type questions. We assessed ChatGPT's performance using a dataset of 4,959 user-generated questions labeled into ten categories, employing various prompting techniques and aggregating results with a voting method to enhance robustness. Additionally, we evaluated ChatGPT's accuracy in generating type-specific questions from 100 reading sections sourced from five online textbooks, which were manually reviewed by human evaluators. We also generated questions based on learning objectives and...

The rapid rise of generative AI and its implications for academic integrity: Students’ perceptions and use of chatbots for assistance with assessments

Jan Henrik Gruenhagen, Peter M. Sinclair, Julie-Anne Carroll (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The rapid adoption of generative AI tools such as ChatGPT by students has the potential to disrupt the higher education sector, with concerns being raised by academics about potential threats to academic integrity. This paper contributes to the pressing discussion about responses to AI tools by examining students' perceptions and the use of generative AI to assist them with assessments. Based on a survey among 337 Australian university students, this study found that more than a third of students have used a chatbot for assistance with an assessment, and do not necessarily perceive this as a breach of academic integrity. The study further investigated to what extent different psychosocial...

ChatGPT for interdisciplinary learning: Does it equally benefit STEM and non-STEM students

Gaoxia Zhu, Xiuyi Fan, Chenyu Hou (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

While studies on using generative AI for education are increasing, research on whether it benefits STEM and non-STEM students, who tend to have different technology acceptance and AI literacy, in the interdisciplinary learning context is rare. To respond to this gap, this exploratory quasi-experiment study engaged 130 undergraduate students in interdisciplinary learning for two weeks (some used ChatGPT and some did not). We collected participants' physical, emotional, and cognitive engagement using surveys and quantified their interdisciplinary learning quality based on their written online posts. Results showed that STEM students' physical engagement was higher in the ChatGPT condition,...

Performance of ChatGPT on the US fundamentals of engineering exam: Comprehensive assessment of proficiency and potential implications for professional environmental engineering practice

Vinay Pursnani, Yusuf Sermet, Musa Kurt (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

In recent years, advancements in artificial intelligence (AI) have led to the development of large language models like GPT-4, demonstrating potential applications in various fields, including education. This study investigates the feasibility and effectiveness of using ChatGPT, a GPT-4 based model, in achieving satisfactory performance on the Fundamentals of Engineering (FE) Environmental Exam. This study further shows a significant improvement in the model's accuracy when answering FE exam questions through noninvasive prompt modifications, substantiating the utility of prompt modification as a viable approach to enhance AI performance in educational contexts. Furthermore, the findings...

Exploring the potential of GenAI for personalised English teaching: Learners' experiences and perceptions

Lucas Kohnke, Di Zou, Fan Su (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial intelligence has become seamlessly integrated into personal, professional, and educational spheres. Generative AI (GenAI), in particular, is revolutionising content creation in second language (L2) writing instruction through advanced machine learning models. This study examines the influence of GenAI on L2 learners' language competencies, focusing on tools commonly used by first-year English for Academic Purposes students. Through qualitative and quantitative analysis, including surveys and interviews, this research explored students’ experiences and perceptions of GenAI tools, including Grammarly and Quillbot. The findings revealed that two-thirds of the students (66.7%)...