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Open Access
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Rajesh Yadav,
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- Assistant Professor Department of Computer Science, SIES College of Arts , Science and Commerce (Empowered Autonomous), India Maharashtra India
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Abstract
nThis study aims to investigate the opportunities and problems that come with using ChatGPT as a student assistance tool. A survey was completed by sixty students who had utilised ChatGPT for school-related reasons. The study examined the views of the students regarding the usefulness of ChatGPT, its impact on their learning, and any challenges they had when utilising it. Based on its prompt and accurate responses to students’ inquiries, ChatGPT appears to have the potential to be a helpful supplementary tool for learners. The study also discovered that ChatGPT enhanced students’ educational experiences by providing them with a multitude of information. The study highlighted several problems students faced with ChatGPT, including technical difficulties and a desire for more interpersonal communication. The study’s conclusions expand on our understanding of ChatGPT’s potential as a teaching aid and suggest future research directions. This study highlights the benefits of employing technology to support student learning while also discussing the potential challenges that may occur.
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Keywords: ChatGPT, Artificial Intelligence, Education, Learning, Open AI.
n[if 424 equals=”Regular Issue”][This article belongs to Journal of Computer Technology & Applications(jocta)]
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References
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[1] Beck J, Stern M, Haugsjaa E. Applications of AI in Education. XRDS: Crossroads, The ACM Magazine for Students. 1996 Sep 1;3(1):11-5. [2] Floridi, L., Chiriatti, M. GPT-3: Its Nature, Scope, Limits, and Consequences. Minds & Machines 30, 681–694 (2020). https://doi.org/10.1007/s11023-020-09548-1 [3] AI Sector Overviews Archive | Emerj Artificial Intelligence Research. Emerj; 2024. Available from: https://emerj.com/ai-sector-overviews/ [4] Hollands, F. M., & Tirthali, D. (2014). MOOCs: expectations and reality. Full report. Center for Benefit-Cost Studies of Education, Teachers College, Columbia University, NY. Retrieved from: https://files.eric.ed.gov/fulltext/ED547237.pdf [5] Ikedinachi A. P. WOGU, Misra, S., Assibong, P. A., Olu-Owolabi, E. F., Maskeliūnas, R., & Damasevicius, R. (2019). Artificial Intelligence, Smart Classrooms and Online Education in the 21st Century: Implications for Human Development. http://doi.org/10.4018/JCIT.2019070105 [6] Johnson A. ways AI is changing the Education Industry. ELearning Industry. 2019 Feb;15. [7] J. Kay, “AI and Education: Grand Challenges,” in IEEE Intelligent System, vol. 27, no. 5, pp. 66-69, Sept.-Oct. 2012, doi: 10.1109/MIS/2012/92 [8] L. Botrel, E.M. Holz & A. Kübler. (2015). Brain Painting V2: evaluation of P300-based brain-computer interface for creative expression by an end-user following the user-centered design. Brain-Computer Interfaces, 2:2-3, 135-149, DOI: 10.1080/2326263X.2015.110008. [9] Mukhamediev RI, Popova Y, Kuchin Y, Zaitseva E, Kalimoldayev A, Symagulov A, Levashenko V, Abdoldina F, Gopejenko V, Yakunin K, et al. Review of Artificial Intelligence and Machine Learning Technologies: Classification, Restrictions, Opportunities and Challenges. Mathematics. 2022; 10(15):2552. https://doi.org/10.3390/math10152552 [10] Popenici, S.A.D., Kerr, S. Exploring the impact of artificial intelligence on teaching and learning in higher education. RPTEL 12, 22 (2017). https://doi.org/10.1186/s41039-017-0062-8 [11]Sian Bayne (2015) Teacherbot: interventions in automated teaching, Teaching in Higher Education, 20:4, 455-467, DOI: 10.1080/13562517.2015.1020783 [12]Singh, N., Ahuja, N. J., & Kumar, A. (2020). A Novel Architecture for Learner-Centric Curriculum Sequencing in Adaptive Intelligent Tutoring System. DOI: 10.4018/978-1-7998-0951-7.ch035. [13] Susnjak T, McIntosh TR. ChatGPT: The end of online exam integrity?. Education Sciences. 2024 Jun 17;14(6):656.
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| Volume | 15 | |
| [if 424 equals=”Regular Issue”]Issue[/if 424][if 424 equals=”Special Issue”]Special Issue[/if 424] [if 424 equals=”Conference”][/if 424] | 02 | |
| Received | July 18, 2024 | |
| Accepted | July 24, 2024 | |
| Published | August 1, 2024 |
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