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CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND

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CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS

AND CHALLENGES

OPARA EMMANUEL CHINONSO

2023

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

ABSTRACT

The introduction of artificial intelligence in the field of education has resulted

from the use of information and communication technologies as a tool for

improving teaching and learning. Expert systems and machine intelligence

have the potential to revolutionize education by providing personalized

learning experiences, automating repetitive tasks, and allowing teachers to

focus on more important tasks such as providing one-on-one attention to

students. It is utilized in a range of educational applications, including adaptive

learning systems that may change the complexity of content depending on a

student's performance. This paper reviews literature on the educational

implications of artificial intelligence. By evaluating some of ChatGPT's

capabilities, the study evaluates the possibilities and limitations of OpenAI's

ChatGPT for teaching, learning, and research. The results indicated that

ChatGPT delivers rapid and instantaneous response to search queries, as well

as automatic text production that resembles conversation response. The

article also highlighted some of the difficulties experienced, such as a lack of

citation and reference. The researcher suggested recommendations such as

ensuring to credit and reference the replies supplied by ChatGPT.

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

INTRODUCTION

When one person communicates knowledge or abilities to another, the activity

is often referred to as teaching. Imparting may refer to sharing experiences

or transmitting knowledge, such as a lecture. Teaching is considered both an

art and a science. As an art, it emphasizes the teacher's inventive and artistic

qualities in creating a meaningful scenario in the classroom for pupils to learn.

As a science, it provides light on the logical, mechanical, or procedural

procedures that must be taken in order to ensure successful goal attainment.

Varied educators have different perspectives on the notion of teaching.

"Teaching is close interaction between a more mature personality and a less

mature one which intends to advance the education of the latter (Rajagopalan,

2019). Teaching is learning as selling is to purchasing (Wallfisch & Wallfisch,

1979). Teaching is organization and management of a scenario in which there

are gaps or impediments which a person will strive to overcome and from

which he will learn in the process of doing so. Teaching is a sequence of acts

meant to produce learning. Teaching is a type of influence aimed at influencing

the behaviors potential another person". Smith expanded the definition of

teaching in 1963 to include a system of actions involving an agent, an end

goal, and a situation that includes two sets of factors: those over which the

agent has no control (class size, pupil characteristics, physical facilities, etc.)

and those over which he has control (such as teaching techniques and

strategies).

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

Educational psychologists have defined learning in many ways and with

various meanings. It has been defined as a quantitative growth in knowledge,

including the memorization of information, abilities, and procedures that may

be remembered and employed as needed. It is also seen as producing sense

or abstracting meaning, linking pieces of the subject matter to one another

and to the actual world, interpreting and grasping reality, and comprehending

the world via reinterpreting information (Behlol & Dad, 2010). Learning is

defined as a change in behavior caused by experience. In this concept,

learning is seen as a function that maps experience onto behavior. To put it

another way, learning is defined as the influence of experience on behavior

(Houwe, Barnes-Holmes & Moors, 2013). Learning may be defined as

permanent change since it is brought about in pupils by a teacher via tactics

such as improving certain abilities, altering some attitudes, or comprehending

specific scientific laws that operate within a learning environment (Muna &

Kalam, 2021).

The phrase "Information and Communication Technology," abbreviated as

"ICT," refers to the use of different types of technology to the management,

processing, and transmission of information, as well as the facilitation of

communication (Ratheeswari, 2018). It combines a wide range of tools and

technology, such as personal computers, the internet, mobile phones, and

other software packages.

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

Information and communications technology (ICT) plays a vital role in many

aspects of our lives today, including education, commerce, healthcare, and

entertainment. It enables us to gather information, preserve it, and share it

with others, as well as facilitate real-time conversation with others (Opara,

2022). Information and communication technology also allows firms to

perform more successfully and efficiently by automating activities, improving

communication, and providing access to a wide range of information and

resources. ICT is the driving force behind many of the technological

breakthroughs that have led to the construction of the modern world, and it

continues to play an important role in how we live, work, and interact with

one another.

ICTs are causing rapid social transformation. They have an impact on many

elements of life. The effects are becoming increasingly apparent in classrooms.

Because ICTs provide both students and instructors additional options for

tailoring learning and teaching to individual requirements, society is

pressuring schools to react appropriately to this technological revolution. With

the use of various technologies, ICT aids in keeping up with the current

advances (Ratheeswari, 2018). Sharma et al. (2011) recognize the influence

of ICT; CT allows self-paced learning using different resources such as

assignments, computers, and so on, and as a consequence, the teaching

learning industry has become more productive and meaningful. ICT facilitates

the transaction between producers and users by keeping students informed

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

and boosting teachers' capacity and skill by promoting live communication

between the instructor and the student through e-mail, chat sessions, and so

on. This encourages active learning, idea exchange, and conversation while

also providing instant feedback. This triggers paced learning and enables for

successful learning pathway mapping. This necessitates the availability of

high-quality, useful digital information to both teachers and students.

Teachers, in particular, should have up-to-date knowledge and abilities in

order to employ new digital tools and resources to assist pupils in meeting

high academic requirements. We absolutely need a vision to prepare our pupils

for rising trends. The current high-tech and competitive society can only be

sustained with ICT expertise. ICT has the ability to store, retrieve, and process

e-content in a timely and correct manner. ICT is one of the most recent

technological applications to teaching and learning processes. ICT in education

has the potential to revolutionize instruction. This promise, however, may not

be readily achieved, issues occur when instructors are asked to execute

changes in what may well be unfavourable conditions (Ghavifekr et al., 2016).

Given the significance of ICT in society and the future of education, identifying

potential barriers to integrating these technologies in schools would be a

significant step in improving the quality of teaching and learning. According to

Balanskat, Blamire, and Kefala (2006), although teachers seem to recognize

the importance of ICT in schools, they continue to face challenges in

incorporating these technologies into their teaching and learning.

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

According to John McCarthy, the inventor of artificial intelligence, it is "the

science and engineering of creating intelligent machines, particularly clever

computer programs" (Tutorials Point, 2020). Artificial intelligence is a method

of programming a computer, a computer-controlled robot, or software to think

intelligently in the same way as intelligent people do. AI is achieved by

understanding how the human brain works, as well as how people learn,

decide, and operate when attempting to solve a problem, and then leveraging

the results of this research to construct intelligent software and systems. The

purpose of AI is to:

1. Create Expert Systems: Intelligent systems that learn, show, explain, and

advise their users.

2. Create Machines with Human Intelligence: Creating systems that

comprehend, think, learn, and act like people.

Artificial intelligence, often known as machine intelligence, is intelligence

exhibited by machines as opposed to natural intelligence demonstrated by

humans and other animals (Saleh, 2019). It is intended to do tasks such as

voice recognition, learning, planning, and problem solving.

Artificial intelligence is an emerging technology that has begun to alter

educational tools and organizations. Education is an area in which instructors

must be present in order to provide the greatest educational practice. The

introduction of Artificial Intelligence alters the role of teachers, who are vital

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

in the educational system. For measuring the pace of a certain person among

others, AI mostly employs advanced analytics, deep learning, and machine

learning. As AI solutions advance to a higher degree, they aid in identifying

gaps in teaching and learning and increasing educational competency. AI can

provide efficiency, personalization, and simplified activities, giving instructors

the time and flexibility to give understanding and adaptation, which are

distinctively human characteristics that computers cannot replicate. It is

feasible to elicit the greatest outcomes from pupils by combining robots and

professors (Kengam, 2020). Almost every aspect of our lives will be impacted

by AI in the future, and among all of those, the education sector will be greatly

influenced since teaching and learning are such important aspects of life, and

the existing school system leaves much to be desired. Schooling in the past

was not as adaptable as what AI in education would provide in the future.

Teachers, who play the most significant function in the education system, are

not scalable and are also costly. Teachers are overburdened with paperwork

and devalued in certain nations. AI can assist each person individually by

providing them a courses based on their interests and skill assessments.

Verma et al., (2019) reported that although AI may never be able to

completely replace human grading, it is coming quite close. Teachers may

already automate grading for almost all types of multiple choice and fill-in-

the-blank tests, and automated grading of student work may not be far after.

Today, essay-grading software is still in its infancy and isn't yet up to pace,

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

but in college, grading assignments and examinations for big lecture courses

may be time-consuming, even when TAs divide it among them. Even in lower

grades, instructors often discover that grading consumes a substantial amount

of time, time that might otherwise be spent interacting with students,

preparing for class, or working on professional development.

CHATGPT

What is “CHATGPT”?

A chatbot is a software program that uses user input to simulate human-like

interactions. The ChatGPT Chatbot was created by San Francisco-based

OpenAI. On November 30, 2022; the Chatbot was made available for free

public testing. Today, we will look at the GPT and attempt to figure out what

it all means (Atuhaire, 2022). The Journal of India characterizes ChatGPT as

a 'conversational' AI that would answer questions like a human—or so the

promise and assumption goes. ChatGPT is an advanced Chatbot based on

OpenAI's GPT technology. It is capable of handling a broad variety of text-

based requests, ranging from basic queries and replies to more complicated

jobs (Lund, 2022). OpenAI's ChatGPT is a big language model designed as a

conversational agent. ChatGPT, as a big language model, is trained on vast

volumes of data (Azaria, 2022). For example, if you need assistance writing a

message to a colleague, ChatGPT can quickly develop a meaningful and well-

written letter. Similarly, if you need to address a problem with a colleague's

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

productivity but don't know what to say, ChatGPT can help. ChatGPT, with its

enormous data warehouses and efficient architecture, can even author

dissertations on themes such as the usefulness of artificial intelligence. This is

ChatGPT's distinct value for academic researchers.

How does it work?

"ChatGPT model employs Reinforcement Learning from Human Feedback

(RLHF), employing the same approaches as InstructGPT, but with subtle

variations in the data gathering arrangement," according to OpenAI. We used

supervised fine-tuning to train an initial model: human AI trainers offered

dialogues in which they played both sides—the user and an AI assistant. We

provided the trainers with model-written ideas to assist them in composing

their replies. This new conversation dataset was combined with the

InstructGPT dataset, which was converted into a dialogue format.

To build a reinforcement learning reward model, we required to gather

comparison data, which comprised of two or more model replies graded by

quality. We gathered this information by recording talks between AI trainers

and the Chatbot. We chose a model-written phrase at random, sampled

various potential completions, and had AI trainers score them. We may use

Proximal Policy Optimization to fine-tune the model using these reward

models. This method was repeated numerous times."

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

LITERATURE REVIEW

Azaria (2022) highlights a startling ChatGPT prejudice towards the usage of

digits in numbers. The researcher discovers a strong relationship between the

frequency of digits created by ChatGPT and people' favorite numbers, with the

most common digit generated by ChatGPT matching humans' most preferred

number. He also discusses some of the benefits of ChatGPT being designed as

a conversational agent, as well as some of its drawbacks.

Kengam (2020) explains how Artificial Intelligence can and is employed in the

educational field. AIED is one of the presently expanding disciplines in

educational technology, according to the 21st International Conference on

Artificial Intelligence in Education held in 2020. The usage of AI is still

unknown for educators in terms of how to utilize it for pedagogical purposes

on a larger scale and how AI may effect teaching and learning in higher

education. The researcher discussed the influence of AI on education, as well

as its benefits and drawbacks. It also provides a particular method for

developing an AI-enabled platform for education, as well as the consequences

of AI in education.

Göçen and Aydemir (2020) investigated what possibilities are feasible with the

entrance of AI in education and what consequences it might disclose for the

future of schools. The study was created as a phenomenology study, a

qualitative research approach that evaluated the perspectives of participants

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

from various sectors. With the entrance of AI in education, schools and

instructors will have new goods, advantages, and downsides, according to the

findings. The results provide some recommendations for the usage of AI and

the mitigation of possible difficulties. While most participants seem to have

favorable attitudes about AI, there are some concerns about the future of

education, particularly among teachers and academics. Lawyers and jurists

are more concerned with the legal foundations for AI in education and

potential challenges, while engineers view AI as a tool to improve quality and

benefit everybody in the education sector.

Verma (2018) presents an overview of this technology and the extent of

artificial intelligence in many domains, with a focus on its usage in education,

as well as its meaning, searching strategies, innovations, and future.

Cope et al., (2020) provide some preliminary answers, first theoretically and

then practically, in a review of the outcomes of many experimental

implementations that have been recorded in more detail elsewhere. Our major

result is that artificial intelligence will never "take over" the position of teacher

in the setting of electronic computing techniques developed over the last three

quarters of a century, since how it operates and what it accomplishes are so

fundamentally different from human intelligence. However, given the

constraints described in this work, it has the potential to revolutionize

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

education in ways that, perhaps counterintuitively, make education more

human, rather than less.

Van der Vorst and Jelicic (2019) investigated the role of educational AI

applications in tailored learning. According to Bloom (1984), pupils who get

one-on-one tutoring outperform those who learn via typical educational

techniques by two standard deviations. Personalized one-on-one learning is

often not societally practicable due to the restricted number of instructors and

accompanying expenses. Breakthroughs in machine learning provide

intriguing opportunities for assisting with individualized learning. AI may

therefore be the "holy grail" in unlocking the promise of one-to-one learning

by allowing apps to provide tailored instruction to each individual learner.

From a socio-technical standpoint, we analyze the possible influence of AI on

customized learning. As a result, we explore technology potential as well as

any factors that may influence adoption, such as legal, social, and ethical

considerations. Finally, we propose legislative solutions for encouraging the

use of AI-driven customized learning applications.

Jain and Jain (2019) investigated how the notion of artificial intelligence may

be implemented in teaching and learning in higher education, as well as the

consequences of adopting AI in higher education. It investigates the learning

consequences of rapidly changing technology on the techniques and scope of

learning as well as teaching. AI enables higher education services to become

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

freely available at an unprecedented rate, not just in the classroom but also

outside of it. This paper seeks to determine how AI may become an important

element of universities, as well as the immediate and long-term ramifications

for several fields of higher education. The difficulties in adopting AI at these

institutions were also investigated. This research will effectively give deep

information for educators as well as in-depth understanding for educational

model development, which will create prospects for future growth. Higher

education colleges in Udaipur, Rajasthan, will be used for the purpose of study.

Structured questionnaires were created, and data was collected using them,

with the instructors' impression as the focus point. Frequency tables/graphs

and one-way ANNOVA were used to analyze the acquired data in order to meet

the study's goals. According to the study's findings, applying AI in higher

education institutions significantly improves students' learning capacity, and

AI has enormous future potential in the higher education sector.

CHATGPT AND ACCESS TO INFORMATION

ChatGPT as an AI powered tool that can facilitate access to information for

students, searching for stuff on google might be a daunting task for many as

student have to decide on an exact link to lookup the particular information.

Let us compare the difference between google and ChatGPT.

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

Figure 1 Google Search Page [All rights reserved]

Figure 2 ChatGPT [All rights reserved; OpenAI]

Google provides responses based on search results from specific websites,

ChatGPT provides a direct response, it is like Chatting with a tutor. Google

search results are based on websites that the Google algorithm has identified

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

as relevant to your search query. In contrast, Chatbots like ChatGPT can

provide direct responses because they have been programmed with a specific

set of information and rules for generating responses. ChatGPT is a large

language model trained by OpenAI, so it can provide responses to a wide

range of questions on a variety of topics.

PROSPECTS OF CHATGPT

1. Quick and rapid response: The AI language model can respond quickly

and immediately to inquiries and instructions.

2. Improving research

AI language models like as ChatGPT may be a valuable resource for

academics in a range of domains. Here are some examples of how they

might be utilized to improve research:

i. Natural language processing: By recognizing patterns and trends in the

language used, AI language models may assist researchers in analyzing

and comprehending vast volumes of text data, such as social media

postings or news articles.

ii. Text generation: AI language models may be used by researchers to

create realistic-sounding text, which can be valuable for tasks like

machine translation or summarization.

iii. Data augmentation: Researchers may use AI language models to

provide extra training data for machine learning models, which can

assist enhance their performance.

OPARA EMMANUEL CHINONSO, 2023 16
 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

3. Self-paced/Active learning: ChatGPT supports self-paced learners, and

those who want to acquire a skill may get direct responses.

Figure 3 ChatGPT [All rights reserved; OpenAI]

From figure 3; Learners interested in programming can obtain direct answers

using ChatGPT. The learners work at their own pace and practicalized what

has been taught.

CHALLENGES

These are some of the limitations as confirmed by OpenAI

• ChatGPT sometimes writes plausible sounding but erroneous or illogical

responses. Fixing this problem is difficult because: (1) there is currently

no source of truth during RL training; (2) training the model to be more

cautious causes it to decline questions that it can correctly answer; and

(3) supervised training misleads the model because the ideal answer

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

depends on what the model knows rather than what the human

demonstrator knows.

• ChatGPT is sensitive to changes in input phrase or several attempts at

the same question. For example, given one wording of a question, the

model may claim ignorance, but with a little rephrasing, it can accurately

respond.

• The model is often very verbose and overuses specific terms, such as

repeating that it is an OpenAI-trained language model. These problems

emerge because of biases in the training data (trainers favor lengthier

responses that seem more thorough) and well-known over-optimization

concerns.

• When a user submits an uncertain query, the model should offer

clarifying questions. Instead, our existing models often infer what the

user meant.

• While efforts are made to have the model reject incorrect requests, it

may sometimes react to damaging instructions or display biased

behavior. OpenAI is utilizing the Moderation API to warn against or ban

specific forms of dangerous material, however we anticipate some false

negatives and positives for the time being.

Besides some of these challenges as noted by OpenAI, the following are some

other problems to be considered when using ChatGPT

OPARA EMMANUEL CHINONSO, 2023 18

 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

1. Reliance on ChatGPT algorithm will stifle the creative mindset of

the learner

2. The results produced by ChatGPT are not cited or referenced,

hence this increases the chances of plagiarism.

3. Inaccurate responses are sometimes offered to learners.

4. Limited results with a small scope of responses to some questions

asked.

Conclusion

This article revealed the concept of teaching and learning as critical to the life

of an individual, the use of artificial intelligence plays a role in enhancing the

teaching and learning process with the use of chatbots such as OpenAI’s

ChatGPT model which offers immediate and direct response to questions

(queries) asked. Despite the advantages that ChatGPT offers, the cons must

be addressed and taken into consideration.

Recommendations

1. Artificial intelligence can enhance teaching and learning but it should be

a substitute.

2. Proper research should be carried out and not the total reliance on the

responses offered by ChatGPT.

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 CHATGPT FOR TEACHING, LEARNING AND RESEARCH: PROSPECTS AND CHALLENGES

3. Due to the limited number of responses offered by ChatGPT, search

engines are still a reliable too for research and should not be

substituted/replaced.

4. Literary works should be cited and duly referenced, the content provided

by ChatGPT are the works of authors/researchers/websites and not from

thin air.

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