Generative AI chatbots in higher education: a review of an emerging research area

IF 3.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Higher Education Pub Date : 2024-08-24 DOI:10.1007/s10734-024-01288-w

Cormac McGrath, Alexandra Farazouli, Teresa Cerratto-Pargman

{"title":"Generative AI chatbots in higher education: a review of an emerging research area","authors":"Cormac McGrath, Alexandra Farazouli, Teresa Cerratto-Pargman","doi":"10.1007/s10734-024-01288-w","DOIUrl":null,"url":null,"abstract":"Artificial intelligence (AI) chatbots trained on large language models are an example of generative AI which brings promises and threats to the higher education sector. In this study, we examine the emerging research area of AI chatbots in higher education (HE), focusing specifically on empirical studies conducted since the release of ChatGPT. Our review includes 23 research articles published between December 2022 and December 2023 exploring the use of AI chatbots in HE settings. We take a three-pronged approach to the empirical data. We first examine the state of the emerging field of AI chatbots in HE. Second, we identify the theories of learning used in the empirical studies on AI chatbots in HE. Third, we scrutinise the discourses of AI in HE framing the latest empirical work on AI chatbots. Our findings contribute to a better understanding of the eclectic state of the nascent research area of AI chatbots in HE, the lack of common conceptual groundings about human learning, and the presence of both dystopian and utopian discourses about the future role of AI chatbots in HE.\n","PeriodicalId":48383,"journal":{"name":"Higher Education","volume":"23 1","pages":""},"PeriodicalIF":3.6000,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10734-024-01288-w","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Artificial intelligence (AI) chatbots trained on large language models are an example of generative AI which brings promises and threats to the higher education sector. In this study, we examine the emerging research area of AI chatbots in higher education (HE), focusing specifically on empirical studies conducted since the release of ChatGPT. Our review includes 23 research articles published between December 2022 and December 2023 exploring the use of AI chatbots in HE settings. We take a three-pronged approach to the empirical data. We first examine the state of the emerging field of AI chatbots in HE. Second, we identify the theories of learning used in the empirical studies on AI chatbots in HE. Third, we scrutinise the discourses of AI in HE framing the latest empirical work on AI chatbots. Our findings contribute to a better understanding of the eclectic state of the nascent research area of AI chatbots in HE, the lack of common conceptual groundings about human learning, and the presence of both dystopian and utopian discourses about the future role of AI chatbots in HE.

Abstract Image

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

高等教育中的生成式人工智能聊天机器人：新兴研究领域综述

基于大型语言模型训练的人工智能（AI）聊天机器人是生成式人工智能的一个范例，它给高等教育领域带来了希望和威胁。在本研究中，我们考察了高等教育（HE）中人工智能聊天机器人这一新兴研究领域，特别关注了自 ChatGPT 发布以来进行的实证研究。我们的综述包括 2022 年 12 月至 2023 年 12 月间发表的 23 篇探讨在高等教育环境中使用人工智能聊天机器人的研究文章。我们对实证数据采取了三管齐下的方法。首先，我们研究了高校中人工智能聊天机器人这一新兴领域的现状。其次，我们确定了高校人工智能聊天机器人实证研究中使用的学习理论。第三，我们仔细研究了高校人工智能的论述，这些论述为最新的人工智能聊天机器人实证研究提供了框架。我们的研究结果有助于更好地理解高校人工智能聊天机器人这一新兴研究领域的折衷状态、缺乏关于人类学习的共同概念基础以及关于高校人工智能聊天机器人未来作用的乌托邦式和非乌托邦式论述。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.70

自引率

12.00%

发文量

160

期刊介绍： Higher Education is recognised as the leading international journal of Higher Education studies, publishing twelve separate numbers each year. Since its establishment in 1972, Higher Education has followed educational developments throughout the world in universities, polytechnics, colleges, and vocational and education institutions. It has actively endeavoured to report on developments in both public and private Higher Education sectors. Contributions have come from leading scholars from different countries while articles have tackled the problems of teachers as well as students, and of planners as well as administrators. While each Higher Education system has its own distinctive features, common problems and issues are shared internationally by researchers, teachers and institutional leaders. Higher Education offers opportunities for exchange of research results, experience and insights, and provides a forum for ongoing discussion between experts. Higher Education publishes authoritative overview articles, comparative studies and analyses of particular problems or issues. All contributions are peer reviewed.