DIGITALREVOLUTION OR HYPE? EXPLORING THE OPPORTUNITIES AND CHALLENGES OF INTEGRATING GENERATIVE AI TOOLS IN EDUCATION THROUGH THE EXAMPLE OF CHATGPT
1 Université Paris Cité (FRANCE)
2 Forward College (FRANCE)
2 Forward College (FRANCE)
About this paper:
Appears in: EDULEARN24 Proceedings
Publication year: 2024
Pages: 6879-6887
ISBN: 978-84-09-62938-1
ISSN: 2340-1117
doi: 10.21125/edulearn.2024.1632
Publication year: 2024
Pages: 6879-6887
ISBN: 978-84-09-62938-1
ISSN: 2340-1117
doi: 10.21125/edulearn.2024.1632
Conference name: 16th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2024
Location: Palma, Spain
Dates: 1-3 July, 2024
Location: Palma, Spain
Abstract:
Artificial Intelligence (AI) technologies offer great opportunities and, at the same time, many challenges in the educational environment. The possible opportunities with AI in education are vast, ranging from new learning and teaching techniques to prospects for making customized learning experiences. However, there are also challenges related to ethics, privacy, academic dishonesty, and the need to reform traditional education systems to accommodate the social transformations brought about by AI.This study was conducted shortly after educators began focusing on ChatGPT in December 2022 and discusses the growing role of the AI tools in general, with special emphasis on ChatGPT, in the overall educational landscape. The research is based on the qualitative approach: in-depth, semi-structured interviews of the experts (n=10) were taken, discussing the issues from personal experiences with ChatGPT and gradually moving further towards a more general outlook with issues regarding the influence of ChatGPT on the whole educational system.
The research has shown that the use of AI technology in education is perceived as a positive innovation that has the potential to accelerate the learning process and take over routine tasks of teachers. This, however, reveals some of the potential pitfalls: overreliance on technology and decreased originality, both in the work of students and teachers. All respondents, regardless of their attitudes towards AI technologies, noted the problem of a potential decline in students' critical thinking skills. Therefore, the use of this new technology requires a change in pedagogical approaches. Critical ethical aspects, including content appropriateness, the digital divide, and the challenge of distinguishing AI-generated information from truth, are pinpointed as requiring further exploration. The results of this study are expected to draw us to a better understanding of how AI technology can change the educational horizon.