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
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
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 early childhood education, Su [17] introduces IDEE, a Gen AI-powered system that provides observation-based feedback to support educators in formative assessment.”
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Children, Rights and Algorithms in the Age of Generative AI
Peinado, R. G. (2024) · The European Educational Researcher · doi:10.31757/euer.821 · Cited by 2
“The rise of generative AI raises both expectations and fears in early childhood education (Yang, 2022; Su and Yang, 2022, 2023).”
KAWAI, M., & Sumiya, E. (2024) · Zen Nihon Shinkyu Gakkai zasshi (Journal of the Japan Society of Acupuncture and Moxibustion) · doi:10.3777/jjsam.74.327
Yaseen, K. N., & Dweikat, K. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-9811-1.ch012
Attitude Towards Teacher-AI Collaboration in Academic Writing Instruction
Fazal, S. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-9077-1.ch002 · Cited by 1
WYZWANIA DLA BEZPIECZEŃSTWA INFORMACYJNEGO W KONTEKŚCIE ROZWOJU SZTUCZNEJ INTELIGENCJI
Zawadzki, T. (2024) · Rocznik Bezpieczeństwa Morskiego · doi:10.5604/01.3001.0054.8306
Chaari, M. Z., Serov, O. M., Pereira, G. P., & Aghzout, O. (2025) · Elsevier eBooks · doi:10.1016/b978-0-443-27374-2.00003-0
An Exploratory Study of the ChatGPT Use of Vietnamese Graduate Students in a Research Writing Course
Ho, P. V. P., & Nguyen, N. H. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-7260-9.ch010
Keleş, Ö. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-5623-4.ch005
Transforming Language Education: Opportunities and Challenges of AI
(2025) · Computational Intelligence and Machine Learning · doi:10.36647/ciml/06.01.a001 · Cited by 1
Using Artificial Intelligence to Guide the Learning Analytics Process
Weiand, A., Reategui, E. B., & Motz, R. (2025) · Lecture notes in educational technology · doi:10.1007/978-981-96-3698-3_34
Skilldev: Genai-Powered Skill Upgrading Platform
Deshpande, D., Deshpande, R., Gadekar, A., Gaikwad, R., Gejage, V., & Ghavate, S. (2025) · International Conference on Disruptive Technologies (ICDT) · doi:10.1109/icdt63985.2025.10986583
Utilization of Generative Artificial Intelligence to Improve Students' Visual Literacy Skills
Kristanto, A., Dewi, U., Murad, D. F., iati, Y., Dewiki, S., & Nurmanita, T. S. (2025) · Advances in Science Technology and Engineering Systems Journal · doi:10.25046/aj100301
Hidayat-ur-Rehman, I. (2025) · International Conference on Computing and Information Technology (ICCIT) · doi:10.1109/iccit63348.2025.10989377
Alier, M., Pereira, J., Guerrero, M. J. C., & García‐Peñalvo, F. J. (2025) · Lecture notes in computer science · doi:10.1007/978-3-031-93567-1_1
THE ROLE OF GENERATIVE ARTIFICIAL INTELLIGENCE IN PROGRAMMER TRAINING: OPPORTUNITIES AND CHALLENGES
Hadzhikoleva, S., Rachovski, T., Hadzhikolev, E. N., & Ivanov, I. (2025) · Environment Technology Resources Proceedings of the International Scientific and Practical Conference · doi:10.17770/etr2025vol2.8608
“Su and Yang propose a theoretical framework called “IDEE” for integrating generative artificial intelligence into education [14].”
Transforming Education: The Potential of Generative AI Tools for Improving Learning Experience
Finco, M. D., Dantas, V. R., Queiroz, L. R. D. C., & Calado, M. D. L. (2025) · Springer series on cultural computing · doi:10.1007/978-3-031-86551-0_5
Using Artificial Intelligence in Philosophy Teaching and Ethical Problems
Eroğul, N. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-2612-2.ch004
AI-Driven Artistry - Transforming Guitar Design with Generative Models
Popek, Ł., Bilski, P., Zakrzewski, F., & Perz, R. (2025) · IFIP advances in information and communication technology · doi:10.1007/978-3-031-96228-8_3
Ilha, F. S. H., & Oliveira, S. R. M. (2025) · Smart innovation, systems and technologies · doi:10.1007/978-3-031-92651-8_3
Alghufali, B. R. (2025) · مجلة العلوم التربوية و الدراسات الإنسانية · doi:10.55074/hesj.vi47.1462
The Management of Vocational High School Curriculum Implementation Based on Islamic Boarding Schools
Nurmalasari, N., Badrudin, B., Zaqiah, Q. Y., & Nursobah, A. (2025) · TADBIR Jurnal Studi Manajemen Pendidikan · doi:10.29240/jsmp.v9i1.13401
AI-Assisted Self-Regulated Strategy Development: A Pathway to Strengthening L2 Writing Self-Efficacy
Elsa, E., Prihantoro, P., & Wu, T. (2025) · Lecture notes in computer science · doi:10.1007/978-3-031-98197-5_34
Chang, M.-Y., Yang, C.-Y., & Hsiao, C.-H. (2025) · Lecture notes in computer science · doi:10.1007/978-3-031-98185-2_5
The Role of AI in Lifelong Learning
Shelton, K., & Dockens, A. L. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-2397-8.ch008
Integrating Emotional Learning Into Digital and Online Education
Choudhari, A. A., Mohite, M., Bhattacharya, R., Kalshetti, P., Anute, N., & Selvakumar, P. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-0184-6.ch009
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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