A New Era of Learning: Considerations for ChatGPT as a Tool to Enhance Statistics and Data Science Education
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ChatGPT is one of many generative artificial intelligence (AI) tools that has emerged recently, creating controversy in the education community with concerns about its potential to be used for plagiarism and to undermine students' ability to think independently. Recent publications have criticized the use of ChatGPT and other generative AI tools in the classroom, with little focus on the potential benefits. This article focuses on the potential of ChatGPT as an educational tool for statistics and data science. It encourages readers to consider the history of trepidation surrounding introducing new technology in the classroom, such as the calculator. We explore the possibility of leveraging ChatGPT's capabilities in statistics and data science education, providing examples of how ChatGPT can aid in developing course materials and suggestions for how educators can prompt students to interact with ChatGPT responsibly. As educators, we can guide the use of generative AI tools in statistics and data science classrooms so that students and educators can leverage the benefits of this technology.
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Most of the work on large language models for teaching data science has centered on the use of ChatGPT in the classroom.
“Most of this work has centered on the use of ChatGPT in the classroom (see, e.g., Ellis & Slade 2023, and references therein).”
From Generative AI for Data Science 101: Coding Without Learning to Code (2025) · cites this paper as Ellis & Slade 2023
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Kaplar, M., Lužanin, Z., Vucic, M., Ivanović, L., & Kaplar, S. (2026) · IEEE Transactions on Education · doi:10.1109/te.2026.3694162 · Cited by 1 · see citing works
Kazykhankyzy, L., Khalmatova, Z., Seıtova, M., Kılıç, E., & Çelik, H. E. (2026) · European Journal of Education · doi:10.1111/ejed.70746 · Cited by 1 · see citing works
Generative AI as an educational resource
Strain, S., Watson, A., & Hale, M. (2024) · ASEE Southeast Section Conference · doi:10.18260/1-2--45532 · Cited by 1 · see citing works
Digital Enhancement: Applying Generative AI in Students Decision Making Process
Cabral, C. A. A., & Pereira, R. (2025) · Studies in systems, decision and control · doi:10.1007/978-3-031-78412-5_7 · Cited by 1 · see citing works
Role of AI assisted ChatGPT in revolutionizing Data Science Field
Vohra, P., Tiwari, R., Kumar, D., Mittal, V., R., S. R., & Pandian, S. K. (2024) · 2024 Second International Conference Computational and Characterization Techniques in Engineering & Sciences (IC3TES) · doi:10.1109/ic3tes62412.2024.10877457 · Cited by 1 · see citing works
Du, M., Zhu, L., & Nardo, M. D. (2025) · International Symposium on Big Data and Applied Statistics (ISBDAS) · doi:10.1109/isbdas64762.2025.11117038 · Cited by 1 · see citing works
Han, F., & Ma, Y. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4637265 · Cited by 1 · see citing works
Pedro, J. R. S., & Ting, F. S. T. (2026) · Research Square · doi:10.21203/rs.3.rs-8835102/v1 · Cited by 1 · see citing works
- Authors
- Ellis, A. R., & Slade, E.
- Affiliations
- University of Kentucky (US)
- Corresponding author
- Ellis, Amanda R.
- Venue
- Journal of Statistics and Data Science Education
- Publisher
- Informa UK Limited
- Published
- 2023-05-04
- Volume
- 31
- Issue
- 2
- Pages
- 128-133
- ISSN
- 2693-9169 (ISSN-L)
- OpenAlex
- W4380083162
- Cited by
- 137
- References
- 11
- Citations by year
- 2026: 29 · 2025: 60 · 2024: 39 · 2023: 9
- FWCI
- 32.16
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Journal of Statistics and Data Science Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Mathematics › Statistics and Probability › Statistics Education and Methodologies
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Keywords
- ChatGPT, generative AI, statistics education, data science education, AI in the classroom, course materials development, responsible AI use, plagiarism concerns, student independent thinking
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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