Shunxing Chen
ABSTRACT
Artificial Intelligence (AI), specifically the Generative Pre-trained Transformer 4 (GPT-4), or ChatGPT, promises to revolutionize Virtual Teaching Assistants (VTAs) and Intelligent Tutoring Systems (ITS). This advanced language model fosters enhanced student engagement and personalized, adaptive learning experiences. However, amidst the substantial benefits, several critical challenges encompassing response reliability, data privacy, algorithmic biases, and interpretability necessitate deliberate scrutiny. The proposed study aims to examine the opportunities and hurdles inherent to the deployment of ChatGPT in the educational landscape. With a focus on high-quality, Google Scholar, Scopus, and Web of Science-indexed literature, the review encompasses a comprehensive exploration of empirical studies, theoretical perspectives, and practical implications related to ChatGPT. Through this literature review, we will shed light on the dynamic intersection of AI and education. The elucidation of nuanced implications will empower educators, policymakers, and AI developers to make informed decisions and devise effective strategies, thereby facilitating an optimized integration of ChatGPT into the educational ecosystem.
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Index Terms
- Roles of ChatGPT in virtual teaching assistant and intelligent tutoring system: opportunities and challenges
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