<div class="csl-bib-body">
<div class="csl-entry">Gill, S. S., Xu, M., Patros, P., Wu, H., Kaur, R., Kaur, K., Fuller, S., Singh, M., Arora, P., Parlikad, A. K., Stankovski, V., Abraham, A., Ghosh, S. K., Lutfiyya, H., Kanhere, S., Bahsoon, R., Rana, O., Dustdar, S., Sakellariou, R., … Buyya, R. (2023). <i>Transformative Effects of ChatGPT on Modern Education: Emerging Era of AI Chatbots</i>. arXiv. https://doi.org/10.34726/6101</div>
</div>
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dc.identifier.uri
http://hdl.handle.net/20.500.12708/196501
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dc.identifier.uri
https://doi.org/10.34726/6101
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dc.description.abstract
ChatGPT, an AI-based chatbot, was released to provide coherent and useful replies based on analysis of large volumes of data. In this article, leading scientists, researchers and engineers discuss the transformative effects of ChatGPT on modern education. This research seeks to improve our knowledge of ChatGPT capabilities and its use in the education sector, identifying potential concerns and challenges. Our preliminary evaluation concludes that ChatGPT performed differently in each subject area including finance, coding and maths. While ChatGPT has the ability to help educators by creating instructional content, offering suggestions and acting as an online educator to learners by answering questions and promoting group work, there are clear drawbacks in its use, such as the possibility of producing inaccurate or false data and circumventing duplicate content (plagiarism) detectors where originality is essential. The often reported hallucinations within Generative AI in general, and also relevant for ChatGPT, can render its use of limited benefit where accuracy is essential. What ChatGPT lacks is a stochastic measure to help provide sincere and sensitive communication with its users. Academic regulations and evaluation practices used in educational institutions need to be updated, should ChatGPT be used as a tool in education. To address the transformative effects of ChatGPT on the learning environment, educating teachers and students alike about its capabilities and limitations will be crucial.
en
dc.language.iso
en
-
dc.rights.uri
http://creativecommons.org/licenses/by/4.0/
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dc.subject
ChatGPT
en
dc.subject
Education
en
dc.subject
Academics
en
dc.subject
Chatbot
en
dc.subject
Artificial Intelligence
en
dc.subject
Machine Learning
en
dc.title
Transformative Effects of ChatGPT on Modern Education: Emerging Era of AI Chatbots
en
dc.type
Preprint
en
dc.type
Preprint
de
dc.rights.license
Creative Commons Namensnennung 4.0 International
de
dc.rights.license
Creative Commons Attribution 4.0 International
en
dc.identifier.doi
10.34726/6101
-
dc.identifier.arxiv
2306.03823
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dc.contributor.affiliation
Queen Mary University of London, United Kingdom of Great Britain and Northern Ireland (the)
-
dc.contributor.affiliation
Chinese Academy of Sciences, China
-
dc.contributor.affiliation
Raygun Performance Monitoring, New Zealand
-
dc.contributor.affiliation
Tianjin University, China
-
dc.contributor.affiliation
Kings Education, United Kingdom
-
dc.contributor.affiliation
Cymax Group Technologies, Canada
-
dc.contributor.affiliation
Queen Mary University of London, United Kingdom of Great Britain and Northern Ireland (the)
-
dc.contributor.affiliation
The University of Texas at Austin, United States of America (the)
-
dc.contributor.affiliation
Microsoft (India), India
-
dc.contributor.affiliation
University of Cambridge, United Kingdom of Great Britain and Northern Ireland (the)
-
dc.contributor.affiliation
University of Ljubljana, Slovenia
-
dc.contributor.affiliation
Machine Intelligence Research Labs, United States of America (the)
-
dc.contributor.affiliation
Indian Institute of Technology Kharagpur, India
-
dc.contributor.affiliation
Western University, Canada
-
dc.contributor.affiliation
UNSW Sydney, Australia
-
dc.contributor.affiliation
University of Birmingham, United Kingdom of Great Britain and Northern Ireland (the)
-
dc.contributor.affiliation
Cardiff University, United Kingdom of Great Britain and Northern Ireland (the)
-
dc.contributor.affiliation
University of Manchester, United Kingdom of Great Britain and Northern Ireland (the)
-
dc.contributor.affiliation
Queen Mary University of London, United Kingdom of Great Britain and Northern Ireland (the)
-
dc.contributor.affiliation
University of Melbourne, Australia
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tuw.researchTopic.id
I4
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tuw.researchTopic.name
Information Systems Engineering
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100
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E194-02 - Forschungsbereich Distributed Systems
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10.48550/arXiv.2306.03823
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AC17203081
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5
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0000-0002-3913-0369
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CC BY 4.0
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dc.rights.identifier
CC BY 4.0
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tuw.publisher.server
arXiv
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10.1016/j.iotcps.2023.06.002
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Informatik
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Queen Mary University of London
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Chinese Academy of Sciences
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Raygun Performance Monitoring, New Zealand
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Tianjin University
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Kings Education, London, UK
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Cymax Group Technologies, British Columbia, Canada
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Queen Mary University of London
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The University of Texas at Austin
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Microsoft (India)
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University of Cambridge
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University of Ljubljana
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Machine Intelligence Research Labs
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Indian Institute of Technology Kharagpur
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Western University
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UNSW Sydney
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University of Birmingham
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Cardiff University
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E194-02 - Forschungsbereich Distributed Systems
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University of Manchester
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Queen Mary University of London
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University of Melbourne
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E194 - Institut für Information Systems Engineering