Potential Abstract:
In recent years, the emergence of advanced natural language processing models, such as OpenAI’s GPT (Generative Pre-trained Transformer) series, has brought forth new possibilities in educational technology. Among these, ChatGPT stands out as a synthetic intelligence capable of engaging in realistic text-based conversations with users. This research explores the implications of integrating ChatGPT into educational settings from a cognitive perspective, focusing on the concept of boundaries.
By examining how learners interact with ChatGPT and the cognitive processes involved in such interactions, we aim to shed light on the potential benefits and challenges of incorporating synthetic intelligence in education. Specifically, we investigate how the presence of ChatGPT blurs traditional boundaries between human-to-human and human-to-machine communication, affecting student engagement, critical thinking, and knowledge acquisition.
Through a series of experimental studies and qualitative analyses, we examine the ways in which students perceive and respond to ChatGPT as an educational tool. By considering both the affordances and limitations of ChatGPT in supporting learning objectives, we provide insights into how educators can effectively leverage this technology to enhance student learning experiences while maintaining pedagogical integrity.
Potential References:
- Has openai achieved artificial general intelligence in chatgpt?
- ChatGPT Isn’t Magic: The Hype and Hypocrisy of Generative Artificial Intelligence (AI) Rhetoric
- Breaking Boundaries with Generative AI: Good Practice of Unleashing the Power of ChatGPT for Inter-and Transdisciplinary Breakthroughs in the Age of Complexity
- Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape
- Is ChatGPT leading generative AI? What is beyond expectations?
