Cited by 519Artificial Intelligence in EducationAcademic integrity and plagiarismSentiment Analysis and Opinion Mining

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The opportunities and challenges of ChatGPT in education

Adeshola, Ibrahim, Adepoju, Adeola Praise·2024·Interactive Learning Environments

DOI 10.1080/10494820.2023.2253858

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Abstract

The launch of OpenAI ChatGPT's language-generation model has raised alarms within many sectors, especially the academic sector. Several academicians have urged universities to develop new forms of assessment after the launch of ChatGPT, which solves academic questions in less than a few minutes. Academic cheating is not a new phenomenon, and the use of AI-generated text to cheat on assignments is a new type of cheating that poses unique challenges. This study used the Latent Dirichlet Allocation (LDA) method for topic modeling and the Valence Aware Dictionary for Sentiment Reasoning (VADER) method for sentiment analysis. After data preprocessing, 3870 tweets were still available out of the originally 10,000 tweets that were extracted for the study. The VADER sentiment analysis results revealed that 2013 tweets were categorized as “positive,” with the remaining 804 and 1053 tweets categorized as “negative” and “neutral.” The analysis's findings indicate that the majority of people have favorable things to say about ChatGPT. As a result, educational institutions can mitigate the disruptive effects of this technology and promote academic integrity by developing clear policies and guidelines and designing assessments that include limited AI-generated text.

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“Using ChatGPT in education creates new opportunities for meaningful learning experiences for students, going beyond standard classroom teaching (Adeshola & Adepoju, 2023).”
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PhysicsAssistant: An LLM-Powered Interactive Learning Robot for Physics Lab Investigations
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“Engaging students with the physics theoretical underpinnings and labs is critical, yet often hindered by the abstract nature of the procedures [1].”
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The Origins and Veracity of References 'Cited' by Generative Artificial Intelligence Applications: Implications for the Quality of Responses
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“Studies by Adeshola and Adepoju (2023), Hatzius (2023), and Zhai (2022) emphasize worries about job displacement or reduced demand for human instructors due to AI’s capabilities.”
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UNESCO's AI Competency Framework
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“The recent advent of AI capable of generating images has particularly ignited a vibrant discussion about its practical utility and implications in education (Adeshola and Adepoju 2023; Bahroun et al. 2023; X. Chen et al. 2020a, b; Yigitcanlar et al. 2020).”
ChatGPT early usage among students: A global evidence of determinants
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“Also, the uniqueness of ChatGPT stems from its output quality (Lambert & Stevens, 2024), being freely available and easy to use for users from different levels of digital competence (Adeshola & Adepoju, 2024).”
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“Certain educational institutions impose limitations on the utilization of such technology, depriving students of the opportunity to leverage its full potential for learning purposes (Adeshola & Adepoju, 2023; Takagi, 2023; Yu, 2023).”
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“Education action plays a pivotal role in this evolution, addressing not only the direct challenges posed by technology implementation, such as combating cheating, but also delving into how GenAI can foster pedagogical innovation and enhance learning efficiency (Adeshola & Adepoju, 2023).”
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“1 utilizing the SWOT framework, conduct a comprehensive analysis of ChatGPT, and present strategies for its integration into education 12 .”
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“• Adeshola, Ibrahim, and Adeola Praise Adepoju [56] analyze the impact of ChatGPT on education through a comprehensive study of social media data, indicating a generally positive reception and the potential for educational institutions to develop clear policies and guidelines to incorporate such…”
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“These tools currently serve as on-demand tutors, offering explanations, guiding research, assisting with homework, simulating one-on-one interaction with a human tutor, and making learning more accessible and engaging (Adeshola & Adepoju, 2023; Onal & Kulavuz-Onal, 2024).”
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User acceptance and adoption dynamics of ChatGPT in educational settings
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“Given the novelty and potentially disruptive nature of ChatGPT, it is crucial to understand how advances in AI-chatbots are likely to change education (Adeshola & Adepoju, 2023).”
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“In terms of education, Adeshola pointed out that educational institutions can promote academic integrity by formulating clear policies and designing evaluations that include limited AI-generated texts [68].”
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AI Chatbots and Linguistic Injustice
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“In education, there has been increasing number of studies on the benefits and challenges of using chatbots (Aydın & Karaarslan 2022, Stokel-Walker 2022, Adeshola & Adepoju 2023, Bonsu & Baffour-Koduah 2023, Fütterer et al. 2023, Hirsh-Pasek & Blinkoff 2023).”
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“…substantiates the claim that GPT technology harbours the capacity to act as a valuable tool for educators, facilitating diverse tasks that enhance the spectrum of teaching (and learning) experiences (Grassini 2023 ; Adeshola and Adepoju 2023 ; Kiryakova and Angelova 2023 ; de Winter et al. 2023 ).”
Toward thoughtful integration of AI in education: mitigating uncritical positivity and dependence on ChatGPT via classroom discussions
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“Adeshola and Adepoju (2023) raised concerns regarding academic integrity, emphasizing the necessity for developing new assessment methods to counteract the potential for AI-facilitated academic dishonesty.”
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Integrating large language models into project-based learning based on self-determination theory
Zhang, L., & Zhang, W. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2024.2446535 · Cited by 18
“Additionally, several challenges have been associated with their use, such as generating incorrect or fake information, facilitating cheating on assignments (Adeshola & Adepoju, 2023), and bypassing plagiarism detectors (Lo, 2023).”
Can we Use GPT-4 as a Mathematics Evaluator in Education?: Exploring the Efficacy and Limitation of LLM-based Automatic Assessment System for Open-ended Mathematics Question
Lee, U., Kim, Y., Lee, S., Park, J., Mun, J., Lee, E., Kim, H., Lim, C., & Yoo, Y. J. (2024) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-024-00448-4 · Cited by 22

Authors: Adeshola, I., & Adepoju, A. P.
Affiliations: Final International University (CY)
Cyprus International University (CY)
Corresponding author: Adeshola, Ibrahim
ORCID: Adeshola, Ibrahim
Adepoju, Adeola Praise
Venue: Interactive Learning Environments
Publisher: Informa UK Limited
Published: 2023-09-04
Volume: 32
Issue: 10
Pages: 6159-6172
ISSN: 1049-4820 (ISSN-L)
1744-5191
DOI: 10.1080/10494820.2023.2253858
OpenAlex: W4386421370
Cited by: 517
References: 22
Citations by year: 2026: 119 · 2025: 203 · 2024: 188 · 2023: 7
FWCI: 121.36
Type: journal article
Language: en
Open access: closed
Locations: Interactive Learning Environments (publishedVersion)
Topics: Social Sciences › Education › Artificial Intelligence in Education
Social Sciences › Education › Academic integrity and plagiarism
Physical Sciences › Computer Science › Artificial Intelligence › Sentiment Analysis and Opinion Mining
Keywords: ChatGPT, generative AI in education, academic dishonesty, AI-generated text, academic integrity, assessment design

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The opportunities and challenges of ChatGPT in education

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