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Education Sciences
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Teaching and Learning in the Era of AI Conversation Chatbots:...
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Teaching and Learning in the Era of AI Conversation Chatbots: Opportunities and Challenges

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (15 March 2024) | Viewed by 133592

Special Issue Editor

Dr. Chung Kwan Lo

E-Mail Website
Guest Editor
Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong SAR, China
Interests: technology-enhanced learning; student engagement; teacher professional development
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The release of ChatGPT by OpenAI in November 2022 has had a profound impact on various disciplines, particularly in education. ChatGPT is an AI conversation chatbot, which has the capability to understand natural language and generate responses according to user’s input. It was even capable of passing the exams at Minnesota University Law School. However, its release has also raised concerns about plagiarism and other forms of ChatGPT-assisted academic dishonesty.

Researchers have studied ChatGPT’s capabilities in various subject areas. The results might be positive or negative, as ChatGPT’s training data only extends up to 2021. The room for discussion on its performance may be limited. Nevertheless, there are still many issues that have yet to be explored. Moreover, other tech giants are launching their AI conversation chatbots (e.g., AI-powered Bing by Microsoft), and some educators have been developing AI-based chatbots to support teaching and learning. Therefore, this Special Issue invites submissions of literature reviews and empirical studies (qualitative, quantitative, or mixed-method approaches, involving human participants) on ChatGPT or other AI chatbots in educational contexts. Interested authors may consider submitting high-quality work to address the following non-exhaustive list of topics:

  1. How have ChatGPT or other AI chatbots changed the way of teaching, learning, and/or assessment?
  2. How can ChatGPT or other AI chatbots be used to support teaching, learning, and assessment?
  3. What are the boundaries of ChatGPT and other AI chatbots’ involvement in school or university settings, and most importantly, student assignments?
  4. How can we develop school or educational policy on the uses of ChatGPT and other AI chatbots?

Dr. Chung Kwan Lo
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • ChatGPT
  • AI chatbot
  • AI-supported teaching
  • AI-supported learning

Published Papers (2 papers)

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Research

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22 pages, 939 KiB  
Article
Modeling Students’ Perceptions of Chatbots in Learning: Integrating Technology Acceptance with the Value-Based Adoption Model
by Ahlam Mohammed Al-Abdullatif
Educ. Sci. 2023, 13(11), 1151; https://doi.org/10.3390/educsci13111151 - 17 Nov 2023
Cited by 1 | Viewed by 3800
Abstract
As technology continues to advance, chatbots are likely to become an increasingly vital tool in education. This study digs further into how students perceive and accept chatbots for use in learning activities. The study examines the integrated relationships between the constructs of the [...] Read more.
As technology continues to advance, chatbots are likely to become an increasingly vital tool in education. This study digs further into how students perceive and accept chatbots for use in learning activities. The study examines the integrated relationships between the constructs of the technology acceptance model (TAM) and the constructs of the value-based model (VAM), including perceived enjoyment, perceived risk, and perceived value, to predict students’ attitudes and, consequently, their acceptance of chatbots for learning in higher education. A total of 432 respondents participated in an online survey, and the proposed hypotheses were evaluated through structural equation modeling (SEM-PLS). The study offers useful insights on chatbot adoption in Saudi higher education, as the results highlight important drivers of chatbot acceptance among students, including perceived usefulness, perceived ease of use, attitude, perceived enjoyment, and perceived value. Perceived risk was not a significant predictor of students’ attitudes or their acceptance of chatbot use in learning. The results are expected to foster the adoption of chatbot technology in supporting distance learning in Saudi Arabia’s higher education. Full article
(This article belongs to the Special Issue Teaching and Learning in the Era of AI Conversation Chatbots: Opportunities and Challenges)
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Review

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15 pages, 1391 KiB  
Review
What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature
by Chung Kwan Lo
Educ. Sci. 2023, 13(4), 410; https://doi.org/10.3390/educsci13040410 - 18 Apr 2023
Cited by 219 | Viewed by 127915
Abstract
An artificial intelligence-based chatbot, ChatGPT, was launched in November 2022 and is capable of generating cohesive and informative human-like responses to user input. This rapid review of the literature aims to enrich our understanding of ChatGPT’s capabilities across subject domains, how it can [...] Read more.
An artificial intelligence-based chatbot, ChatGPT, was launched in November 2022 and is capable of generating cohesive and informative human-like responses to user input. This rapid review of the literature aims to enrich our understanding of ChatGPT’s capabilities across subject domains, how it can be used in education, and potential issues raised by researchers during the first three months of its release (i.e., December 2022 to February 2023). A search of the relevant databases and Google Scholar yielded 50 articles for content analysis (i.e., open coding, axial coding, and selective coding). The findings of this review suggest that ChatGPT’s performance varied across subject domains, ranging from outstanding (e.g., economics) and satisfactory (e.g., programming) to unsatisfactory (e.g., mathematics). Although ChatGPT has the potential to serve as an assistant for instructors (e.g., to generate course materials and provide suggestions) and a virtual tutor for students (e.g., to answer questions and facilitate collaboration), there were challenges associated with its use (e.g., generating incorrect or fake information and bypassing plagiarism detectors). Immediate action should be taken to update the assessment methods and institutional policies in schools and universities. Instructor training and student education are also essential to respond to the impact of ChatGPT on the educational environment. Full article
(This article belongs to the Special Issue Teaching and Learning in the Era of AI Conversation Chatbots: Opportunities and Challenges)
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