[Paper Review] ChatGPT and Beyond: The Generative AI Revolution in Education

Mohammad AL-Smadi|arXiv (Cornell University)|Nov 26, 2023

Artificial Intelligence in Healthcare and Education12 citations

TL;DR

A rapid literature review (Nov 2022–Jul 2023) synthesizing how generative AI, especially ChatGPT, is used in education, its benefits, challenges, and implications for policy and practice.

ABSTRACT

The wide adoption and usage of generative artificial intelligence (AI) models, particularly ChatGPT, has sparked a surge in research exploring their potential applications in the educational landscape. This survey examines academic literature published between November, 2022, and July, 2023, specifically targeting high-impact research from Scopus-indexed Q1 and Q2 journals. This survey delves into the practical applications and implications of generative AI models across a diverse range of educational contexts. Through a comprehensive and rigorous evaluation of recent academic literature, this survey seeks to illuminate the evolving role of generative AI models, particularly ChatGPT, in education. By shedding light on the potential benefits, challenges, and emerging trends in this dynamic field, the survey endeavors to contribute to the understanding of the nexus between artificial intelligence and education. The findings of this review will empower educators, researchers, and policymakers to make informed decisions about the integration of AI technologies into learning environments.

Motivation & Objective

• Examine the practical applications of generative AI models in education, with emphasis on ChatGPT.
• Synthesize high-impact, Scopus-indexed Q1/Q2 literature published between November 2022 and July 2023.
• Identify benefits, challenges, and ethical considerations of integrating generative AI into learning environments.
• Provide recommendations for educators, researchers, and policymakers on AI adoption in education.

Proposed method

• PRISMA-guided rapid literature review.
• Database search across ACM, IEEE Xplore, Scopus, Web of Science; supplemented by Google Scholar.
• Inclusion criteria: English-language articles, Nov 2022–Jul 2023, Scopus Q1/Q2 journals, focus on generative AI/ChatGPT in education.
• Exclusion of identified literature reviews to avoid redundancy.
• Thematic synthesis across sections (history, current state, applications, benefits, challenges, future research).

Experimental results

Research questions

• RQ1 What are the applications and roles of ChatGPT and generative AI in educational settings?
• RQ2 What benefits, limitations, and challenges arise from using generative AI in education?
• RQ3 How do stakeholders (students, educators, institutions) experience and respond to these tools?
• RQ4 What ethical, integrity, and policy considerations accompany AI adoption in education?
• RQ5 What directions and recommendations emerge for future research and practice?

Key findings

• AI chatbots can substantially impact learning outcomes, with effects tending to be more pronounced at higher education levels and potentially stronger in shorter interventions.
• ChatGPT has rapidly gained adoption and is used to personalize learning materials, provide feedback, answer questions, and support outside class time.
• Empirical work reports benefits in areas such as argumentation, interdisciplinary learning, and writing, but also highlights concerns about accuracy, bias, academic integrity, and equity.
• Several conceptual frameworks and application studies (e.g., CaIcD, decision-guided chatbot, IDEE) illustrate diverse roles for AI in micro-, meso-, and macro-level learning contexts.
• Some studies suggest ChatGPT is not a high-risk tool for cheating in certain assessments, but emphasize the need for thoughtful assessment design and ongoing oversight; overarching call for responsible use and policy guidance.