The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.
Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education
Open accessAbstract
Purpose: Artificial intelligence (AI) chatbots, such as ChatGPT and GPT-4, developed by OpenAI, have the potential to revolutionize education. This study explores the potential benefits and challenges of using ChatGPT in education (or “educative AI”). Design/Approach/Methods: This paper proposes a theoretical framework called “IDEE” for educative AI such as using ChatGPT and other generative AI in education, which includes identifying the desired outcomes, determining the appropriate level of automation, ensuring ethical considerations, and evaluating effectiveness. Findings: The benefits of using ChatGPT in education or more generally, educative AI, include a more personalized and efficient learning experience for students as well as easier and faster feedback for teachers. However, challenges such as the untested effectiveness of the technology, limitations in the quality of data, and ethical and safety concerns must also be considered. Originality/Value: This study explored the opportunities and challenges of using ChatGPT in education within the proposed theoretical framework.
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“Generative AI tools may also benefit instructors by automating monotonous administrative tasks, which leaves more time for instructors to engage with students (Su & Yang, 2023, p. 365).”
From Effects of Generative AI on Engagement and Performance Within Asynchronous Online Courses (2026) · cites this paper as Su & Yang, 2023, p. 365
In the citing paper
“These tools can be trained to be virtual tutors that can assess the learner’s level of comprehension of a topic, and then adapt the learning content to fit the needs of the learner (Su & Yang, 2023).”
From Effects of Generative AI on Engagement and Performance Within Asynchronous Online Courses (2026) · cites this paper as Su & Yang, 2023
In the citing paper
“Generative AI tools may also benefit instructors by automating monotonous administrative tasks, which leaves more time for instructors to engage with students”
From Effects of Generative AI on Engagement and Performance Within Asynchronous Online Courses (2026) · cites this paper as Su & Yang, 2023, p. 365
In the citing paper
“Prior work suggested that AI-driven systems can support parenting education [61] and provide evidence-based advice through applications and chatbots, delivering micro-interventions such as teaching parents how to praise their children effectively [11, 17] or offering strategies to teach complex concepts [55, 69].”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [69]
In the citing paper
“GAI offers promising support for parents by enhancing their ability to educate and engage with their children.”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [69]
In the citing paper
“Prior work highlighted the limitations of GAI, such as its limited effectiveness in more complex learning tasks,the limited quality of the training data, and its inability to offer comprehensive educational support [69].”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [69]
In the citing paper
“It can help create personalized learning experiences by providing timely feedback and tailoring content [28, 55, 69], enhancing positive learning experiences [39].”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [69]
In the citing paper
“There is also a significant risk of GAI producing inaccurate or biased information, discouraging independent thought among children, and threatening user privacy [27, 28, 69].”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [69]
In the citing paper
“These include the dissemination of false information and references [12, 23, 61, 85], biased reinforcement [47, 50], compromised academic integrity [18, 40, 66, 74], and the potential decline in students' skills [43, 61, 64, 74].”
From A systematic literature review of empirical research on ChatGPT in education (2024) · cites this paper as [74]
In the citing paper
“foster students’ performance, engagement and motivation [14, 44, 58], and enhance teaching practices [17, 18, 64, 74].”
From A systematic literature review of empirical research on ChatGPT in education (2024) · cites this paper as [74]
Citations
Cites
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“The use of arti fi cial intelligence (AI) in education has gained signi fi cant attention in recent years, with a growing number of educational institutions and organizations exploring the potential bene fi ts of AI-driven technologies (Dwivedi et al., 2021; Su & Yang, 2022).”
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“ChatGPT has recently been used in a variety of fi elds, including library services (Lund & Wang, 2023), healthcare (Ayd ı n & Karaarslan, 2022), and education (Baidoo-Anu & Owusu Ansah, 2023; Rudolph et al., 2023).”
MethodConceptualizing AI literacy: An exploratory review
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2021.100041 · Cited by 2,205
ChatGPT is fun, but not an author
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“ChatGPT is a type of large language model (Thorp, 2023).”
BackgroundChatting about ChatGPT: how may AI and GPT impact academia and libraries?
Lund, B. D., & Wang, T. (2023) · Library Hi Tech News · doi:10.1108/lhtn-01-2023-0009 · Cited by 1,355
Chatting about ChatGPT: How May AI and GPT Impact Academia and Libraries?Preprint
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“ChatGPT has recently been used in a variety of fi elds, including library services (Lund & Wang, 2023), healthcare (Ayd ı n & Karaarslan, 2022), and education (Baidoo-Anu & Owusu Ansah, 2023; Rudolph et al., 2023).”
MethodChatGPT and other large language models are double-edged swords
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“AI literacy also involves understanding the ethical, legal, and social implications of AI, and the ability to communicate effectively about AI issues and ideas (Su et al., 2023).”
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“It encompasses a range of skills and knowledge, including the ability to comprehend AI concepts, techniques, and algorithms as well as the ability to analyze and evaluate AI systems and their applications (Su & Zhong, 2022; Yang, 2022).”
BackgroundSelf-citationArtificial Intelligence (AI) Literacy in Early Childhood Education: The Challenges and Opportunities
Su, J., Ng, D. T. K., & Chu, S. K. W. (2023) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2023.100124 · Cited by 489 · cited 1×
“AI literacy also involves understanding the ethical, legal, and social implications of AI, and the ability to communicate effectively about AI issues and ideas (Su et al., 2023).”
BackgroundSelf-citation
Flagged first, then by citations
Research works printed but not linked: 2
- Liebrenz M., 2023, The Lancet Digital Health, 1
- Rudolph J., 2023, Journal of Applied Learning and Teaching, 6, 1
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Items 101–200 of 625
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“Additionally, the possibility of AI generating misleading information presents challenges for both students and teachers in accessing reliable knowledge (Su & Yang, 2023).”
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Gatti, W., Marasco, E., Kim, B., Behjat, L., & Eggermont, M. (2023) · International Journal of Serious Games · doi:10.17083/ijsg.v10i4.645 · Cited by 29
Dashkevych, O., & Portnov, B. A. (2024) · Technology in Society · doi:10.1016/j.techsoc.2024.102555 · Cited by 32
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“…the transformative potential of generative AI, we assert that its integration will revolutionize educational practices, driving significant advancements in academic advising and fostering the development of educational systems that are scalable, efficient, and less resource intensive [3].”
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“Previous research mainly focuses on teaching and learning AI in early childhood education (e.g., Su & Yang, 2023a; Williams et al., 2019).”
InfluentialSelf-citationEvaluating the quality of responses generated by ChatGPT
Mandić, D., Miščević, G., & Bujišić, L. (2024) · Metodicka praksa · doi:10.5937/metpra27-51446 · Cited by 27
Li, Z., & Ironsi, C. S. (2024) · Journal of Science Education and Technology · doi:10.1007/s10956-024-10148-2 · Cited by 33
“It may produce incorrect grammar or unreliable information, confusing students and negatively affecting their writing skills (Ironsi, 2024; Su & Yang, 2023).”
Song, Y., Kim, J., Xing, W., Liu, Z., Li, C., & Oh, H. (2025) · Journal of Research on Technology in Education · doi:10.1080/15391523.2025.2455057 · Cited by 51
Capability-based training framework for generative AI in higher education
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Literature Review on the Integration of Generative AI in Programming Education
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Lemke, C., Kirchner, K., Anandarajah, L., & Herfurth, F. (2023) · European Conference on e-Learning · doi:10.34190/ecel.22.1.1828 · Cited by 39
“Farrokhnia et al (2023) or Su and Yang (2023) combine general aspects of generative AI with a close focus on ChatGPT (a specific LLM product) and its adoption in HE.”
BackgroundEthics in Education: Exploring the Ethical Implications of Artificial Intelligence Implementation
Leta, F. M., & Vancea, D. P. C. (2023) · Ovidius University Annals Economic Sciences Series · doi:10.61801/ouaess.2023.1.54 · Cited by 26
A Systematic Literature Review of Empirical Research on ChatGPT in EducationPreprint
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The Potential Impact of ChatGPT on Education: Using History as a Rearview Mirror
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“Regarding ChatGPT and other generative AI in education that have recently been intensely discussed (Su & Yang, 2023), do they have the potential to become the next breakthrough technology that changes the form of education as we know it?”
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Emerging Dynamics of ChatGPT in Academia: A Scoping Review
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“Before the integration of AI, there was a notable increase in professional education institutions, showing a growing emphasis on specialised vocational training (Su & Yang, 2023).”
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“ChatGPT has been a focal point in various studies of AI applications in education, showcasing its effectiveness across multiple educational domains [20–24].”
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Trindade, M. A. M., Edirisinghe, G. S., & Luo, L. (2024) · The International Journal of Management Education · doi:10.1016/j.ijme.2024.101104 · Cited by 38
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THE USE OF CHATGPT IN ACADEMIC WRITING: A BLESSING OR A CURSE IN DISGUISE?
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“In terms of assessment, ChatGPT provides timely feedback (Su & Yang, 2023) and has the capability to produce practice quizzes and questions, aiding students in exam preparation and strengthening their comprehension (Piercey, 2023).”
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Prospects for ChatGPT Application in Higher Education: A Scoping Review of International Research
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“For instance, researchers like Su et al. [15] have highlighted the transformative impact of integrating ChatGPT into educational settings.”
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“Some note AIPSED’s capabilities to analyse performance and behaviour, which can help teachers identify how well students understand the material, and thus, manage the classroom better by adapting their practices and time-management to individual learners’ needs [1, 17, 18, 29–33].”
InfluentialA Study on Using ChatGPT to Help Students With Dyslexia Learn Chinese and English Writing
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Al‐Fattal, A. (2025) · Journal of Marketing Education · doi:10.1177/02734753251356691 · Cited by 28
“While such tools may enhance productivity and support skill development (Kim & Koo, 2024; Su & Yang, 2023), their use also raises concerns about originality, learning ownership, and cognitive depth (Gonsalves, 2024; Kumar et al., 2024).”
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“…02 frontiersin.org technological innovations not only garnered interest across diverse disciplines and multiple tiers in academic institutions (Su and Yang, 2023), but also assumed, by many within academia, to have opened a pandora’s box for its uncertain impact on educators and learners (Luo…”
Saviano, M., Thomas, A., Prete, M. D., Verderese, D., & Sasso, P. (2025) · European Journal of Innovation Management · doi:10.1108/ejim-05-2024-0520 · Cited by 25
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“…models to improve teaching and learning methodologies, capitalizing on their strengths in comprehending and generating human-like text (Amarasinghe et al., 2023; Caines et al., 2023; Kasneci et al., 2023; Nguyen et al., 2023; Su & Yang, 2023; Wu et al., 2023a; Wu et al., 2023b; Wu et al., 2023c).”
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“For instance, the IDEE framework created by Su and Yang [67], while not specific to nursing education, offers a structured approach for integrating AI into general education settings by identifying desired outcomes, determining appropriate levels of automation, ensuring ethical considerations, and…”
Lawan, A. A., Muhammad, B. R., Tahir, A. M., Yarima, K. I., Zakari, A., Abdullahi, A. H., Hussaini, A., Kademi, H. I., Danlami, A. A., Sani, M. A., et al. (2023) · doi:10.11648/j.edu.20231204.14 · Cited by 16
Bukar, U. A., Sayeed, M. S., Razak, A., Yogarayan, S., & Sneesl, R. (2024) · Education Sciences · doi:10.3390/educsci14090959 · Cited by 24
Dangol, A., Zhao, R., Wolfe, R., Ramanan, T., Kientz, J. A., & Yip, J. C. (2025) · ACM International Conference on Interaction Design and Children (IDC) · doi:10.1145/3713043.3728836 · Cited by 21
Beyond the virtual classroom: integrating artificial intelligence in online learning
Correia, A., Hickey, S., & Xu, F. (2024) · Distance Education · doi:10.1080/01587919.2024.2338706 · Cited by 20
“Recent research has put forward various theoretical frameworks aimed at assisting the creation of impactful learning experiences through generative AI (Ouyang & Jiao, 2021; Su & Yang, 2023).”
Yang, J., Qiu, H., & Yu, W. (2024) · Journal of Asian Public Policy · doi:10.1080/17516234.2024.2429046 · Cited by 17
“Government entities are responsible for developing policies and regulations (Chiu, 2023), overseeing the use of AI technologies (Su & Yang, 2023), promoting educational innovation (Sallam et al., 2023), and creating a favourable external policy environment for all individuals utilizing AI in higher…”
InfluentialTeachers’ perceptions of the risks and benefits of AI in higher education: A case study of ERNIE Bot
Wang, N., & Li, M. (2024) · Innovations in Education and Teaching International · doi:10.1080/14703297.2024.2432429 · Cited by 21
Pachava, V., Lasekan, O. A., Alarcón, C. M. M., Pena, M. T. G., & Golla, S. K. (2025) · Journal of Lifestyle and SDGs Review · doi:10.47172/2965-730x.sdgsreview.v5.n02.pe03774 · Cited by 22
“Research shows that generative AI complements traditional evaluation methods, particularly in project-based and multimedia assessments, ensuring comprehensive and fair grading (Su & Yang, 2023).”
Shanto, S. S., Ahmed, Z., & Jony, A. I. (2025) · Educational Technology Quarterly · doi:10.55056/etq.788 · Cited by 14
Asamoah, P., Zokpe, D., Boateng, R., Marfo, J. S., Boateng, S. L., Asamoah, D., Muntaka, A. S., & Manso, J. F. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2439651 · Cited by 16
Artificial intelligence and higher education
Behera, A., Trivedi, P., Patra, S., & Makeni, C. (2025) · American Journal of STEM Education · doi:10.32674/0x43s107 · Cited by 13
Can generative AI Be an effective Co-Teacher? An experiment
Niloy, A. C., Akter, S., Sultana, J., Rahman, M. A., Sultana, N., Islam, T., Isha, N. J., Afroz, M., Zabeen, M., Tabassum, M., et al. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100418 · Cited by 18
Academic Education in the Era of Generative Artificial Intelligence
Vafadar, M., & Amani, A. M. (2024) · Journal of Electronics and Electrical Engineering · doi:10.37256/jeee.3120244010 · Cited by 17
“The GAI is making significant inroads into educational applications [57,58], introducing innovative methods for crafting and delivering academic content to students.”
Robust GAN-Based CNN Model as Generative AI Application for Deepfake Detection
Sharma, P., Kumar, M., & Sharma, H. K. (2024) · EAI Endorsed Transactions on Internet of Things · doi:10.4108/eetiot.5637 · Cited by 13
Denga, E. M., & Denga, S. W. (2024) · Advances in systems analysis, software engineering, and high performance computing book series · doi:10.4018/979-8-3693-1974-1.ch010 · Cited by 13
A Review of AI Tools: Definitions, Functions, and Applications for K-12 Education
Kwid, G., Sarty, N., & Yang, D. (2024) · AI Computer Science and Robotics Technology · doi:10.5772/acrt.20240048 · Cited by 29
MERZİFONLUOĞLU, A., & Güneş, H. (2025) · European Journal of Education · doi:10.1111/ejed.70053 · Cited by 23
Artificial Intelligence in Higher Education: Early Perspectives from Lebanese STEM Faculty
Tlais, S., Alkhatib, A., Hamdan, R., HajjHussein, H., Hallal, K., & Malti, W. E. (2025) · TechTrends · doi:10.1007/s11528-025-01061-5 · Cited by 13
“Educators are also confronted with significant concerns about data reliability, ethical dilemmas, and the preservation of academic integrity (Su & Yang, 2023; Zhai & Nehm, 2023).”
León, M. (2025) · Advances in Science Technology and Engineering Systems Journal · doi:10.25046/aj100201 · Cited by 13
ChurnKB: A Generative AI-Enriched Knowledge Base for Customer Churn Feature Engineering
Shahabikargar, M., Beheshti, A., Mansoor, W., Zhang, X., Foo, J., Jolfaei, A., Hanif, A., & Shabani, N. (2025) · Algorithms · doi:10.3390/a18040238 · Cited by 18
Enhancing or impairing? Exploring Indian EFL learners’ academic writing narratives with ChatGPT
Khan, R., Qamar, M. T., Ansari, M. S., & Yasmeen, J. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2514329 · Cited by 35
Mashagbeh, M. A., Alsharqawi, M., Tudevdagva, U., & Khasawneh, H. J. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1550147 · Cited by 25
Ravi, M., Kaur, K., Wright, C., Bawn, M., & Cutillo, L. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00557-7 · Cited by 12
Extending the UTAUT Model: The role of cognitive flexibility in AI adoption in higher education
Alshammarı, S. H., Alkhwaldi, A. F., Alshammari, A. E. A., Alshammari, M. H., & Alrashidi, M. E. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.106363 · Cited by 19
A Transformer-Based Educational Virtual Assistant Using Diacriticized Latin Script
Lâm, K. N., Nguy, L. H., Le, V. L., & Kalita, J. K. (2023) · IEEE Access · doi:10.1109/access.2023.3307635 · Cited by 15
“mation and sensitive data on the ChatGPT cloud [50], and the cost of required hardware and software, maintenance, and support [49].”
BackgroundMy AI students: Evaluating the proficiency of three AI chatbots in completeness and accuracy
Govender, R. G. (2024) · Contemporary Educational Technology · doi:10.30935/cedtech/14564 · Cited by 15
Two Decades of Audiovisual Translation Studies: A Bibliometric Literature Review
Wang, Y., & Daghigh, A. J. (2024) · SAGE Open · doi:10.1177/21582440241274575 · Cited by 12
“…Moorkens, 2022; Savoldi et al., 2021), distribution and commercialization of translation data, data privacy, confidentiality (e.g., Bowker, 2020;J. Su & Yang, 2023), copyright (e.g., Moorkens & Lewis, 2020), motivation and creativity (Javaid et al., 2023), and sustainability (e.g., Cronin, 2017;…”
Vera, F. S. (2024) · Education Sciences · doi:10.3390/educsci15010026 · Cited by 22
Unfolding the Potential of Generative Artificial Intelligence
Bonnet, S., & Teuteberg, F. (2025) · International Journal of Knowledge Management · doi:10.4018/ijkm.368223 · Cited by 13
A practical guide to implementing ChatGPT as a secondary coder in qualitative research
Blondeel, E., Everaert, P. C., & Opdecam, E. (2025) · International Journal of Accounting Information Systems · doi:10.1016/j.accinf.2025.100754 · Cited by 16
Rane, N. L., Choudhary, S., & Rane, J. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4681733 · Cited by 15
Ceccaroni, L., Woods, S. M., Butkevičienė, E., Parkinson, S., Sprinks, J., Costa, P., Simis, S. G. H., Lessin, G., Liñán, S., Companys, B., et al. (2023) · Sustainability · doi:10.3390/su151411410 · Cited by 11
Caicedo, S. S. G., Vélez, N. P. R., Zambrano, Á. A. S., Godoy, N. A. Q., & Macías, J. (2024) · Revista Científica Multidisciplinar G-nerando · doi:10.60100/rcmg.v5i1.214 · Cited by 11
Sekli, G. M. (2024) · Kybernetes · doi:10.1108/k-03-2024-0554 · Cited by 13
Obed, K., Anangisye, W. A. L., & Sanga, P. L. (2025) · Quality Assurance in Education · doi:10.1108/qae-06-2024-0100 · Cited by 18
Vaněček, D., Yorulmaz, Y. İ., & Dobrovská, D. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2571691 · Cited by 19
“This result coincided with the relevant literature (Perera & Lankathilaka, 2023; Su & Yang, 2023; Samala et al., 2024).”
Dangol, A., Wolfe, R., Yoo, D., Thiruvillakkat, A., Chickadel, B., & Kientz, J. A. (2025) · ACM International Conference on Interaction Design and Children (IDC) · doi:10.1145/3713043.3731498 · Cited by 14
“Given this trend, studies within HCI research are exploring how genAI can support children’s creativity [22, 25, 28], storytelling [13, 16, 38, 39], and learning [1, 26, 33, 36], while also examining biases within genAI models that affect children and teenagers [19, 34, 35].”
Metadata
- Authors
- Su (苏嘉红), J., & Yang (杨伟鹏), W.
- Affiliations
- The University of Hong Kong
- The Education University of Hong Kong
- Venue
- ECNU Review of Education
- Publisher
- SAGE Publications
- Published
- 2023-04-19
- Volume
- 6
- Issue
- 3
- Pages
- 355-366
- ISSN
- 2096-5311 (ISSN-L)
- 2632-1742
- OpenAlex
- W4366489368
- Cited by
- 625
- References
- 12
- Citations by year
- 2026: 135 · 2025: 234 · 2024: 204 · 2023: 52
- FWCI
- 146.68
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- ECNU Review of Education (publishedVersion, cc-by-nc)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- ChatGPT, generative AI in education, AI chatbots, personalized learning, teacher feedback, AI ethics, AI safety, educational technology effectiveness, educational automation
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