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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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 (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).”
BackgroundBAİDOO-ANU, D., & OWUSU ANSAH, L. (2023) · Journal of AI · doi:10.61969/jai.1337500 · Cited by 3,939
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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?
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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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“In addition to language development, Su and Yang (2023) indicated that personalized feedback plays a vital role in enhancing self-assessment accuracy among English language learners.”
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“Figure 2 – IDEE Framework Source [60] This framework can be used as a guide to utilise generative AI in education.”
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AI-based Tools in Higher Education: A Comparative Analysis of University Guidelines
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Implications of Artificial Intelligence in Education. The Educator as Ethical Leader
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Large Language Models (LLMs) in Programming Learning: The Current Research State and Agenda
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Redefining Traditional Pedagogy
Bengsch, G. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-0872-1.ch010 · Cited by 6
Elhaj, M., Bousrih, J., & Alofaysan, H. (2024) · Energies · doi:10.3390/en17205126 · Cited by 5
Cabuquin, J. C., Acidre, M. A. S. T., Manabat, M. A. A., Aruta, M. G. H., Sangutan, J., & Yu, R. F. B. (2024) · Salud Ciencia y Tecnología - Serie de Conferencias · doi:10.56294/sctconf2024.1205 · Cited by 15
The Role of ChatGPT and Artificial Intelligence in Education
Martínez, M. Á. Q., Tumaille-Quintana, D.-S., Moran-Burgos, A.-D., & Ríos, M. D. G. (2024) · IEEE Colombian Conference on Communications and Computing (COLCOM) · doi:10.1109/colcom62950.2024.10720308 · Cited by 5
“This approach, guided by innovation and technology, fosters commitment to deeper learning, stimulates creativity and active participation [12], [7], [21], [6], [26], [28], [8], [24], [14] [25], [29], [20], [22] [5], [1], [16], [13].”
BackgroundIntersezione tra intelligenza artificiale generativa e educazione: un’ipotesi
Fortino, G., Mangione, F., & Pupo, F. (2025) · Journal of Educational Cultural and Psychological Studies (ECPS Journal) · doi:10.7358/ecps-2024-030-fort · Cited by 7
Enhancing Mathematics Education with ChatGPT-4 Personalized Problem-Solving and Consistent Learning
Chohan, M. I., & Khan, I. M. (2024) · International Conference on Computing and Data Analytics (ICCDA) · doi:10.1109/iccda64887.2024.10867401 · Cited by 5
Sgantzos, K., Tzavaras, P., Hemairy, M. A., & Porras, E. R. (2025) · Journal of risk and financial management · doi:10.3390/jrfm18040176 · Cited by 5
Academic Use of Artificial Intelligence Tools by University Students
Ibieta, A., Aguilera, S. G., Constanza-Medina, M., Ignacia-Sepúlveda, M., & Castellanos-Alvarenga, L. M. (2025) · Communications in computer and information science · doi:10.1007/978-3-031-95627-0_23 · Cited by 5
ChatGPT and Personalised Learning: Reshaping Pedagogical Approaches in the VUCA Age
Baskara, F. R. (2024) · Jurnal Educative Journal of Educational Studies · doi:10.30983/educative.v8i2.7620 · Cited by 7
Integration of Artificial Intelligence in Higher Education: Relevance for Inclusion and Learning
Galdames, I. S. (2024) · SciComm Report · doi:10.32457/scr.v4i1.2487 · Cited by 11
Saz-Pérez, F., & Pizà-Mir, B. (2024) · UTE Teaching & techonology Universitas Tarraconsensis · doi:10.17345/ute.2024.3803 · Cited by 10
An AI-Driven Approach for Enhancing Engagement and Conceptual Understanding in Physics Education
Domenichini, D., Bucchiarone, A., Chiarello, F., Schiavo, G., & Fantoni, G. (2024) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon60312.2024.10578670 · Cited by 5
“Leveraging Generative AI [1], we aim to create a framework that automatically generates learning activities based on educational taxonomies (such as the Revised Bloom’s Taxonomy [2]), concepts addressed by the activity, and the type of activity (True/False, Brainstorming, Problem Solving, Develop…”
MethodAl‐Romeedy, B. S., Hussein, H., Emam, M. E., & Singh, A. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-0340-6.ch027 · Cited by 4
Mejia, D., Holmes, E. D. V., Marroquin, J., & Benario, J. G. (2025) · ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) · doi:10.1145/3724363.3729036 · Cited by 5
“Moreover, the mechanism used for generating the content for generative AI tools was based on the IDEE framework for using ChatGPT in Education [18]: 1. identify the desired outcomes, 2. determine the appropriate level of automation, 3. ensure ethical consideration, and 4. evaluate the effectiveness.”
The application of artificial intelligence-generated content in ophthalmology education
Wang, Y., Zhao, Y., & Li, J. (2025) · Frontiers in Medicine · doi:10.3389/fmed.2025.1617537 · Cited by 4
Thompson, K. N., Chandler, K. L., Morgan, C., Khashabi, D., Delinski, E. A., & Durme, B. V. (2025) · Journal of Advanced Academics · doi:10.1177/1932202x251356323 · Cited by 5
“We applied Su and Yang ’ s (2023) IDEE framework, which included identifying desired outcomes, determining the appropriate level of automation, ensuring ethical considerations, and evaluating the effectiveness.”
InfluentialWu, B., He, Y.-N., Song, Y., & Li, H.-H. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2538750 · Cited by 4
“Su and Yang (2023) further guided the application of generative AI (such as ChatGPT) in education through their “IDEE” theoretical framework, highlighting its broad prospects.”
Dangol, A., Wolfe, R., Dewitt, A., Chickadel, B., Kientz, J. A., & Dasgupta, S. (2025) · ACM Transactions on Computer-Human Interaction · doi:10.1145/3762807 · Cited by 7
Santiago, C. M. (2025) · Educational Action Research · doi:10.1080/09650792.2025.2568018 · Cited by 7
“The iterative process of evaluating and adjusting the strategies ensures that the integration of ChatGPT into the CAR framework remains dynamic and responsive to the student needs, as the core principle, as represented in Figure 1 (Su and Yang 2023).”
Influentialvon Gillern, S., Wright, W. T., & Winger, K. (2025) · Literacy Research and Instruction · doi:10.1080/19388071.2025.2557795 · Cited by 4
Divrik, R., Çelik, Ö., & Elmas, Z. (2025) · Kocaeli Üniversitesi Eğitim Dergisi · doi:10.33400/kuje.1722769 · Cited by 5
George-Reyes, C. E., Rumbaut-Rangel, D., Fernández, M. B., & Oliva-Córdova, L. M. (2026) · Information · doi:10.3390/info17060616 · Cited by 5
Advantages and Disadvantages of Chatgpt in Science Learning: A Systematic Literature Review
Asmiddin, A. M., Nurhuda, P., & Megawati, R. (2023) · Jurnal Penelitian Pendidikan IPA · doi:10.29303/jppipa.v9i12.6576 · Cited by 6
Liu, J., Law, E. L., & Shum, H. P. H. (2024) · Nordic Conference on Human-Computer Interaction · doi:10.1145/3679318.3685385 · Cited by 4
Hoffman, E. R., Li, Y., Coutts, R., Roehm, B., & Maris, S. (2024) · IEEE Digital Education and MOOCS Conference (DEMOcon) · doi:10.1109/democon63027.2024.10747877 · Cited by 4
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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