Chatgpt for next generation science learning
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This article pilots ChatGPT in tackling the most challenging part of science learning and found it successful in automation of assessment development, grading, learning guidance, and recommendation of learning materials.
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Even when updates address and mitigate detected biases, they also introduce the potential for process reproducibility failure in the generated data and impede reproducibility.
“This means that even when updates address and mitigate detected biases, they also introduce the potential for “process reproducibility failure” (98) in the generated data and impede reproducibility, critical for scientific rigor (15, 100, 101).”
From Perils and opportunities in using large language models in psychological research (2024) · cites this paper as [101]
The lack of transparency in how ChatGPT generates responses implies that researchers cannot ascertain the underlying mechanisms and origin of biases that may be influencing the outputs.
“Notably, the lack of transparency in how ChatGPT generates responses implies that researchers cannot ascertain the underlying mechanisms and origin of biases that may be influencing the outputs (101, 104, 105).”
From Perils and opportunities in using large language models in psychological research (2024) · cites this paper as [101]
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“According to the findings in [2], ChatGPT may be able to address the most difficult issues in science learning by developing assessments, grading assignments, providing learning support, and recommending educational resources automatically (Figure 3).”
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Yorulmaz, A., Okulu, H. Z., Muslu, N., & Çokçalışkan, H. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13736-w · Cited by 10 · see citing works
“By providing quick responses to queries, ChatGPT helps teachers think analytically and creatively about subjects (Zhai, 2023).”
Uğraş, M., Çakır, Z., Zacharis, G., & Kalogiannakis, M. (2025) · Computers · doi:10.3390/computers14090368 · Cited by 10 · see citing works
“According to [68], ChatGPT also facilitates scientific inquiry and supports the teaching process, particularly by providing creative, low-cost solutions for teachers facing material shortages.”
Perils and Opportunities in Using Large Language Models in Psychological ResearchPreprint
Abdurahman, S., Atari, M., Karimi-Malekabadi, F., Xue, M. J., Trager, J. P., Park, P. S., Golazizian, P., Omrani, A., & Dehghani, M. (2023) · doi:10.31234/osf.io/d695y · Cited by 8 · see citing works
PARENTS’ VIEWS ON THE USE OF AI-BASED CHATBOTS SUCH AS ChatGPT IN HIGH SCHOOL (STEM) EDUCATION
Feser, M. S. (2024) · Journal of Baltic Science Education · doi:10.33225/jbse/24.23.04 · Cited by 7 · see citing works
Integration of Large Language Models into Higher Education: A Perspective from Learners
Zdravkova, K., Dalipi, F., & Ahlgren, F. (2023) · International Symposium on Computers in Education · doi:10.1109/siie59826.2023.10423681 · Cited by 8 · see citing works
“They can use ChatGPT as a complementary tool but should not rely solely on it to produce good essays [38].”
MethodCastillo-Campos, M., Aramburu, D. V., & Becerra‐Alonso, D. (2024) · Tripodos · doi:10.51698/tripodos.2024.55.06 · Cited by 7 · see citing works
“For users, these tools function as a sort of black box, so that in most cases it is not possible to trace the origin or processing of the data displayed (Barrio and Gatica-Pérez, 2023; Dwivedi et al ., 2023; Zhai, 2023).”
BackgroundKubullek, A.-K., Kumaç, N., & Dogangün, A. (2024) · Proceedings of Mensch und Computer 2024 · doi:10.1145/3670653.3677507 · Cited by 10 · see citing works
Unlocking AI acceptance: an integration of NCA and PLS-SEM to analyse the acceptance of ChatGPT
Kayser, I., & Gradtke, M. (2024) · Journal of Decision System · doi:10.1080/12460125.2024.2443231 · Cited by 7 · see citing works
The AI Annotator: Large Language Models’ Potential in Scoring Sustainability Reports
Wu, Y., Hu, P., & Wang, D. D. (2025) · Systems · doi:10.3390/systems13100899 · Cited by 9 · see citing works
“In education, LLMs have exhibited its impact on learning, teaching, and assessment, providing integration recommendations and support for diverse learners [18,21,22].”
What Is the Impact of ChatGPT on Education?
NAGAR, L. (2024) · INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT · doi:10.55041/ijsrem32175 · Cited by 7 · see citing works
Aydın, S., ŞİRİN, G. T., ILKYAZ, O. C., & MUTLU, Y. (2025) · Chemistry Education Research and Practice · doi:10.1039/d5rp00064e · Cited by 6 · see citing works
Investigating Developers' Preferences for Learning and Issue Resolution Resources in the ChatGPT Era
Tayeb, A. J., Alahmadi, M. D., Tajik, E., & Haiduc, S. (2024) · IEEE International Conference on Software Maintenance (ICSM) · doi:10.1109/icsme58944.2024.00045 · Cited by 6 · see citing works
“Furthermore, studies in the field of computer science education have shown the effectiveness and implications of using ChatGPT in education, from generating code solutions to participating in assessments and personalized learning support [9, 13, 18, 19, 36, 38, 39, 46].”
Dialogues with artificial intelligence: Exploring medical students’ perspectives on ChatGPT
Başaran, M., & Duman, C. (2024) · Medical Teacher · doi:10.1080/0142159x.2024.2438766 · Cited by 5 · see citing works
“Functions like answering questions during the learning process, recommending materials tailored to students, and improving the quality of questions in teacher assessment tools can contribute to the next-generation science learning process [15].”
Transformation of Teaching through Co-Teaching and Innovative Methods
Svobodová, Z., Jaroslav, K., & Veteška, J. (2024) · Acta Educationis Generalis · doi:10.2478/atd-2024-0017 · Cited by 5 · see citing works
Prompting Theory into Practice: Utilizing ChatGPT-4 in a Curriculum Planning Course
Biberman-Shalev, L. (2025) · Education Sciences · doi:10.3390/educsci15020196 · Cited by 5 · see citing works
“The chatbot was found to assist teachers in quickly producing high-quality lesson plans (Gupta et al., 2023; Zhai, 2023).”
BODUROĞLU, E., Koç, O., & YİĞİTER, M. S. (2023) · Disiplinlerarası Eğitim Araştırmaları Dergisi · doi:10.57135/jier.1296255 · Cited by 4 · see citing works
Designing Interactive Mobile Application to Create Online-Learning Experience of the Future
Sirikhvunchai, N., & Nakpan, K. (2024) · Joint International Conference on Digital Arts, Media and Technology with ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering (ECTI DAMT & NCON) · doi:10.1109/ectidamtncon60518.2024.10480096 · Cited by 4 · see citing works
“Beyond academic customization, personalized learning recognizes the importance of fostering skills such as critical thinking [9], creativity [10], and problem-solving [11], aligning education with the holistic development of each learner.”
Backgroundde Paula, T.-H. A. B., Bravim, P. G., de Castro, S. L., Melo, L. B., & Rêgo, A. S. D. C. (2024) · Anais do Workshop sobre Educação em Computação (WEI) · doi:10.5753/wei.2024.3150 · Cited by 4 · see citing works
“Como explica Zhai (2023), o ChatGPT pode auxiliar os alunos com recursos voltados para estudo.”
BackgroundInfluentialLAIK your classroom: A practical framework to integrate generative AI in higher education classrooms
Al-Ali, S., Tlili, A., & Al-Ali, A. R. (2024) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2024.7.2.30 · Cited by 4 · see citing works
KIAAA: An AI Assistant for Teaching Programming in the Field of Automation
Eilermann, S., Wehmeier, L., Niggemann, O., & Deuter, A. (2023) · IEEE International Conference on Industrial Informatics (INDIN) · doi:10.1109/indin51400.2023.10218157 · Cited by 4 · see citing works
“The wide-spread availability of rather competent large language models such as ChatGPT and Microsoft’s new Bing with the GPT3 and GPT4 models has already had a significant impact on modern education [42], [43].”
MethodEngineering education's Odyssey with ChatGPT: Opportunities, challenges, and theoretical foundations
Munir, M. T., Li, B., Carter, S., & Hussain, S. (2025) · International Journal of Mechanical Engineering Education · doi:10.1177/03064190251337477 · Cited by 6 · see citing works
“22,31,38 Privacy and ethical concerns.”
Macalikod, R., & Simpal, E. A. (2025) · Journal of Social Humanity and Education · doi:10.35912/jshe.v5i3.2735 · Cited by 3 · see citing works
“The absence of instructional materials that align with these strategies further limits students' ability to grasp difficult scientific concepts (Zhai, 2023).”
ChatGPT: Leveraging AI to Support Personalized Teaching and Learning
Cacicio, S., & Riggs, R. (2023) · ADULT LITERACY EDUCATION: THE INTERNATIONAL JOURNAL OF LITERACY, LANGUAGE, AND NUMERACY · doi:10.35847/scacicio.rriggs.5.2.70 · Cited by 8 · see citing works
“While ChatGPT cannot replace a teacher, it can help maximize their limited time by automating assessment development, grading, and selection of learning materials (Zhai, 2023).”
BackgroundChatGPT's Technology Application in the Higher Education Sector, Risk Analysis and Pathway Changes
Ke, Y. (2023) · Journal of Education and Educational Research · doi:10.54097/jeer.v3i3.9635 · Cited by 3 · see citing works
“The advantage of the language processing model represented by ChatGPT over previous technologies is the ability to accurately correct output based on user feedback and to scan internet data in an iterative manner to generate responses that mimic human language [1].”
MethodChanges In English Language Education And Strategies For Coping Against Chat GPT's Effects
Wei, Q. (2023) · Advances in Education Humanities and Social Science Research · doi:10.56028/aehssr.6.1.471.2023 · Cited by 3 · see citing works
A Comparative Analysis of Cognitive Feedback Between GPT-4.0 and Teacher in Flipped Classrooms
Lan, J.-M., Li, K., & Wei, R. (2024) · International Conference on Educational and Information Technology · doi:10.1109/iceit61397.2024.10540884 · Cited by 4 · see citing works
“This impressive technology has garnered global recognition for its ability to facilitate engaging and insightful interactions, making it a valuable tool for instructors and learners [3].”
Background
- Authors
- Zhai, X.
- Affiliations
- University of Georgia
- Venue
- XRDS Crossroads The ACM Magazine for Students
- Published
- 2023-03
- Volume
- 29
- Issue
- 3
- Pages
- 42-46
- ISSN
- 1528-4972 (ISSN-L)
- 1528-4980
- OpenAlex
- W4365139036
- Cited by
- 178
- References
- 11
- Citations by year
- 2026: 45 · 2025: 35 · 2024: 61 · 2023: 36 · 2022: 1
- FWCI
- 41.55
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- XRDS Crossroads The ACM Magazine for Students (publishedVersion)
- Funders
- National Science Foundation (2138854; 2101104)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Keywords
- ChatGPT, large language models, science education, automated grading, learning guidance, learning material recommendation, generative AI in education
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