The DOI matches its Crossref record; 22 of the 22 references it cites were found in a registry or an index.
The opportunities and challenges of ChatGPT in education
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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“Faculty, students, and institutions all face uncertainty and anxiety surrounding the role of GenAI in teaching and learning, as it is uncertain to what extent they should embrace or restrict the use of GenAI in educational contexts [2].”
From Understanding the Practices, Perceptions, and (Dis)Trust of Generative AI among Instructors: A Mixed-methods Study in the U.S. Higher Education (2025) · cites this paper as [2]
In the citing paper
“Fifty-four percent of the reviewed articles highlighted that the emergence of GenAI presented a significant challenge to student academic integrity (Adeshola & Adepoju, 2023; Alexander et al., 2023; Chaudhry et al., 2023; Chan, 2023; Dai et al., 2023; Elsayed, 2023; Geerling et al., 2023; Kang, 2023; Nikolic et al., 2023; Ouh et al., 2023; Overono & Ditta, 2023; Perkins, 2023; Smolansky et al., 2”
From A Scoping Review on How Generative Artificial Intelligence Transforms Assessment in Higher Education (2024) · cites this paper as Adeshola & Adepoju, 2023
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“Recently, practitioners are beginning to explore the potential pedagogical benefits of AI tools such as ChatGPT [1, 3, 5], e.g. for generating new content, explaining examples, or analysing error messages.”
BackgroundAsadi, I., Shpak, A., & Jacobsen, S. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4882252
Perspectives Before and After COVID-19 for Technology-Based Education of Pediatric Cancer Patients
dos Santos, P. R., Barbosa, D. N. F., Barbosa, J. L. V., & Gregorio, L. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-2885-9.ch012
Journal, A. W. E. (2024) · SocArXiv (OSF Preprints) · doi:10.31235/osf.io/7jdkf
Authors’ reply to Odabashian, and Sarma and Kashyap
Singh, S., Prasad, P., Joshi, K., Singh, J., Garg, N., & Jain, K. (2024) · Cancer Research Statistics and Treatment · doi:10.4103/crst.crst_188_24
AI-Driven Digital Marketing in Kazakhstan
Potluri, R. M., Mukashev, Y. B., Abdykhalykov, K. S., & Potluri, L. S. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-8252-3.ch007
Konaklama İşletmelerinde Güncel Teknolojik Uygulamalar
Doğan, M. (2024) · Özgür Yayınları eBooks · doi:10.58830/ozgur.pub524.c2161
Adil Dünya İnancı Kuramına Yönelik Bibliyometrik Bir Analiz: Pazarlama Alanı İçin Bazı Çıkarımlar
Ay, U. (2024) · Özgür Yayınları eBooks · doi:10.58830/ozgur.pub524.c2167
İşletmeciliğin Geleceği: Sınırsız Organizasyonlar
Heybet, K., & Duran, C. (2024) · Özgür Yayınları eBooks · doi:10.58830/ozgur.pub524.c2163
Personnel Training for Digital Development of the Region in Conditions of Education Transformation
Bogatyreva, Y. I., Privalov, A., & Lapin, V. G. (2024) · Lecture notes in networks and systems · doi:10.1007/978-3-031-78776-8_44
Deva Putra, S., & Nurnisaa, A. S. (2025) · International Journal of Linguistics Communication and Broadcasting · doi:10.46336/ijlcb.v2i4.160
“AI-based models such as GPT (Generative Pre-trained Transformer) and BERT (Bidirectional Encoder Representations from Transformers) are able to understand the context and relationships between words in very complex sentences (Adeshola & Adepoju, 2023).”
Facing the fear: a scaffolding approach to teaching life sciences undergraduates R coding
Paci, E., Swainson, A., & Cerminara, N. L. (2025) · Frontiers in Education · doi:10.3389/feduc.2024.1504877
Towards Automatic Arabic Test Scoring: Leveraging ChatGPT for Prompt Design
Alsulami, S., Alsubhi, A., Alabdli, A., Alafif, T., Jassas, M. S., & Albishre, K. (2025) · International Conference on Data Science and Machine Learning Applications (CDMA) · doi:10.1109/cdma61895.2025.00006
“In [15], Adeshola and Adepoju devised a metric for evaluating coordination in the ChatGPT for recommendation tasks and compared it with traditional recommendation methods.”
Aruğaslan, E., & Çivril, H. (2025) · Sınırsız Eğitim ve Araştırma Dergisi · doi:10.29250/sead.1567698
Briand, S., & Ciavaldini-Cartaut, S. (2025) · Médiations et médiatisations · doi:10.52358/mm.vi20.424
Potentials and Challenges of Using ChatGPT in Language Learning: EFL Learners’ Perceptions
Alnaeem, L. A. (2025) · Theory and Practice in Language Studies · doi:10.17507/tpls.1505.08 · Cited by 1
“Using ChatGPT as a powerful tool for EFL learning has been demonstrated by a number of previous studies (e.g. Adeshola & Adepoju, 2023; Kohnke et al., 2023; Shaikh et al., 2023; Tlili et al., 2023; Young & Shishido, 2023).”
InfluentialMishra, S., & Lal, N. (2025) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-83549-852-120251002
Metadata
- Authors
- Adeshola, I., & Adepoju, A. P.
- Affiliations
- Final International University (CY)
- Cyprus International University (CY)
- Corresponding author
- Adeshola, Ibrahim
- 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
- 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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