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
Dwivedi, Y. K., Hughes, L., Ismagilova, E., Aarts, G., Coombs, C., Crick, T., Duan, Y., Dwivedi, R., Edwards, J., Eirug, A., et al. (2021) · International Journal of Information Management · doi:10.1016/j.ijinfomgt.2019.08.002 · Cited by 4,611 · cited 1×
“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
Baidoo-Anu, D., & Owusu Ansah, L. (2023) · doi:10.2139/ssrn.4337484 · Cited by 3,004 · cited 1×
“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
Thorp, H. H. (2023) · Science · doi:10.1126/science.adg7879 · Cited by 1,437 · cited 2×
“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
Lund, B. D., & Ting, W. (2023) · Social Science Research Network · doi:10.2139/ssrn.4333415 · Cited by 1,089 · cited 2×
“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
Shen, Y., Heacock, L., Elias, J., Hentel, K. D., Reig, B., Shih, G., & Moy, L. (2023) · Radiology · doi:10.1148/radiol.230163 · Cited by 1,008 · 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).”
BackgroundYang, W. (2022) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2022.100061 · Cited by 606 · cited 2×
“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
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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Chhatrala, R., & Chaudhari, D. (2024) · Springer eBooks · doi:10.1007/978-3-031-65691-0_10 · Cited by 2
Artificial Intelligence Innovations in Visual Arts and Design Education
Su, H., Zhang, J., & Tang, S. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-6745-2.ch010 · Cited by 2
Introducción de inteligencia artificial en la evaluación de asignaturas de teoría e historia
Nadal, M. F., & Mora, E. S. (2024) · Jornadas sobre Innovación Docente en Arquitectura (JIDA) · doi:10.5821/jida.2024.13259 · Cited by 3
On the Application of Generative Artificial Intelligence ChatGPT in Digital Trade
Li, R., & Zhong, Q. (2024) · Procedia Computer Science · doi:10.1016/j.procs.2024.10.014 · Cited by 8
Towards a taxonomy of artificial intelligence in teaching writing in a foreign language
Laborda, J. G., Magal-Royo, T., & Madarova, S. (2024) · South African Journal of Education · doi:10.15700/saje.v44n4a2540 · Cited by 2
ChemGenX: AI in the Chemistry Classroom
Abbas, T., Javed, U., Mehmood, F., Raza, M., & Li, H. (2024) · International Symposium on Artificial Intelligence for Education (ISAIE) · doi:10.1145/3700297.3700336 · Cited by 3
“The ”IDEE” theoretical framework put out by Su and Yang [15].”
Applications of generative artificial intelligence in the teaching of customs and international law
Hernández, J. M. M. (2025) · Región Científica · doi:10.58763/rc2025432 · Cited by 6
Beg, M. H. R., & Mehndiratta, V. (2024) · International Conference on Innovative Computing, Intelligent Communication and Smart Electrical Systems (ICSES) · doi:10.1109/icses63760.2024.10910483 · Cited by 3
Digital Education Revolution: Analysis of ChatGPT's Influence on Student Learning in Jakarta
Sitanaya, I. H., Luhukay, D., & Syahchari, D. H. (2024) · IEEE International Conference on Technology, Informatics, Management, Engineering and Environment (TIME-E) · doi:10.1109/time-e62724.2024.10919765 · Cited by 2
Teaching Generative AI for Cybersecurity: A Project-Based Learning Approach
Mathews, N., Schwartz, C., & Wright, M. (2025) · Journal of The Colloquium for Information Systems Security Education · doi:10.53735/cisse.v12i1.211 · Cited by 2
“Frameworks can guide ethical considerations and help tailor AI integration to support personalized learning without compromising critical thinking and ethics [20], [21].”
Huynh, A.-V., & Khoa, B. T. (2025) · Lecture notes on data engineering and communications technologies · doi:10.1007/978-3-031-98476-1_24 · Cited by 5
Promotional Strategies for Standalone Apps: A Systematic Review and Research Agenda
Pourazad, N., Simmonds, L., & Bellman, S. (2025) · Australasian Marketing Journal (AMJ) · doi:10.1177/14413582251358508 · Cited by 3
“New studies show active users improve app store visibility through platform algorithms, creating success cycles for retention-focused designs (Yang et al., 2023).”
InfluentialA State-of-the-Art Review on the Implications of ChatGPT in Educational Practices and Research
Linda, S. (2024) · Advances in business information systems and analytics book series · doi:10.4018/979-8-3693-2314-4.ch001 · Cited by 2
Rane, N. L., Choudhary, S., & Rane, J. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4681735 · Cited by 2
تطبيقات الذكاء الاصطناعي التوليدي التعليمية
سليمان, أ. م. د. م. و. م., & على, م. م. ف. ا. (2024) · Maǧallaẗ Buḥūṯ fi Al-ʿulūm wa Al-Funūn Al-Nawʿiyyaẗ · doi:10.21608/balexu.2024.352891 · Cited by 1
Bane and Boon of Hallucinations in the Context of Generative AI
Sakib, S. M. N. (2024) · Advances in business information systems and analytics book series · doi:10.4018/979-8-3693-2643-5.ch016 · Cited by 4
Possibilities and limitations of applying ChatGPT in the educational process
Namesztovszk, Z., Glušac, D., Arsović, B., & Kovács, E. (2024) · Zbornik radova Pedagoskog fakulteta Uzice · doi:10.5937/zrpfu2426279n · Cited by 2
Enhancing Teacher Preparation Programs Through Integration of Artificial Intelligence
Din, A. M. G. E. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-7332-3.ch003 · Cited by 1
Global Guidance on the Use of GenAI in Educational Research
Khreibi, R. A. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-7332-3.ch004 · Cited by 1
Artificial Intelligence and Students Happiness
Aboudahr, S. M. F. M., Al-Showaikh, F., & Nalliah, M. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-7332-3.ch021 · Cited by 1
Scientific Mapping of Chatgpt Usage in Education: A Bibliometric Perspective
DURSUN, İ. E., & Taktak, M. (2025) · Sınırsız Eğitim ve Araştırma Dergisi · doi:10.29250/sead.1540509 · Cited by 1
The Integration of ChatGPT in K-12 Education: A Comprehensive Examination
Palmer, K. I., & Stevens, M. (2025) · Proceedings in Technology Transfer · doi:10.1007/978-981-97-8588-9_25 · Cited by 1
Transforming Education: The Impact of Generative AI
Mathew, E., & El‐Sayed, H. (2025) · Lecture notes in electrical engineering · doi:10.1007/978-981-97-4711-5_43 · Cited by 1
Shi, W. (2024) · Higher education and practice. · doi:10.62381/h241b19 · Cited by 1
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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