Abstract
The recent development of AI Chatbot – specifically ChatGPT - has gained dramatic attention from users as evident by ongoing discussion among the education fraternity. We argue that prior to making any conclusion, it is important to understand how ChatGPT is being used in higher education across the globe. This paper makes a significant contribution by systematically reviewing the global literature on the use of ChatGPT in higher education using PRISMA guidelines. We included 69 studies in the analysis based on inclusion and exclusion criteria. We presented the scope of published literature in three aspects: (i) contextual, (ii) methodological, and (iii) disciplinary. Most of the studies have been carried out in HICs (n = 53; 77%) representing the field of higher education (n = 37; 54%) without specifying the discipline, while only a few studies were based on empirical data (n = 19; 27%). The findings based on included studies reveal that ChatGPT serves as a convenient tool to assist teachers, students, and researchers in various tasks. While the specific uses vary, the underlying motivation remains consistent: seeking personal benefits and reducing academic burdens. Teachers use it for personal and professional learning and resource generation while students use it as personal tutors for various learning purposes. However, concerns related to accuracy, reliability, academic integrity, and potential negative effects on cognitive and social development were consistently highlighted in many studies. To address these concerns, we have proposed a comprehensive framework for universities along with directions for future research in higher education as an optimal response.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.Data Availability
Data sharing is not applicable to this article because published articles were analysed which are publicly available. The included articles are presented in the summary table as an Appendix.
References
Abdulai, A., & Hung, L. (2023). Will ChatGPT undermine ethical values in nursing education, research, and practice? Nursing Inquiry, 30(3). https://doi.org/10.1111/nin.12556
Ajevski, M., Barker, K., Gilbert, A., Hardie, L., & Ryan, F. (2023). ChatGPT and the future of legal education and practice. The Law Teacher, 13. https://doi.org/10.1080/03069400.2023.2207426
Ali, J. K., Shamsan, M. A., Hezam, T. A., & Mohammed, A. A. (2023). Impact of ChatGPT on learning motivation. Journal of English Studies in Arabia Felix, 2(1), 41–49. https://doi.org/10.56540/jesaf.v2i1.51
Alkhaqani, A. L. (2023). ChatGPT and nursing education: Challenges and opportunities. Al-Rafidain Journal of Medical Sciences, 4, 50–51. https://doi.org/10.54133/ajms.v4i.110. ISSN: 2789–3219.
Alves de Castro, C. (2023). A discussion about the impact of ChatGPT in education: Benefits and concerns. Journal of Business Theory and Practice, 11(2), p28. https://doi.org/10.22158/jbtp.v11n2p28
Anderson, S. S. (2023). Places to stand: Multiple metaphors for framing ChatGPT’s corpus. Computers and Composition, 68, 102778. https://doi.org/10.1016/j.compcom.2023.102778
Annuš, N. (2023). Chatbots in education: The impact of artificial intelligence based ChatGPT on teachers and students. International Journal of Advanced Natural Sciences and Engineering Researches, 7(4), 366–370. https://doi.org/10.59287/ijanser.739
Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
Atlas, S. (2023). ChatGPT for higher education and professional development: A guide to conversational AI.
Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4337484
Bansal, H., & Khan, R. (2018). A review paper on human computer interaction. International Journal of Advanced Research in Computer Science and Software Engineering, 8(4), 53. https://doi.org/10.23956/ijarcsse.v8i4.630
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/10.1016/j.asw.2023.100745
Bašić, Ž., Banovac, A., Kružić, I., & Jerković, I. (2023). Better by you, better than me? chatgpt-3 as writing assistance in students’ essays. https://doi.org/10.35542/osf.io/n5m7s
Bellman, R. (1978). An introduction to artificial intelligence: Can computers think? Boyd & Fraser.
Bender, S. M. (2023). Coexistence and creativity: Screen media education in the age of artificial intelligence content generators. Media Practice and Education, 1–16. https://doi.org/10.1080/25741136.2023.2204203
Benuyenah, V. (2023). Commentary: ChatGPT use in higher education assessment: Prospects and epistemic threats. Journal of Research in Innovative Teaching & Learning, 16(1), 134–135. https://doi.org/10.1108/jrit-03-2023-097
Bishop, L. (2023). A computer wrote this paper: What ChatGPT means for education, research, and writing. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4338981
Biswas, S. (2023). Role of chat GPT in microbiology: According to chat GPT. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4405385
Ceras, C. C., & Balcioğlu, Y. S. (2023). January 14–15). AI and Ethics in Education: ChatGPT Program Example International symposium on communication and technology with philosophical dimensions. Marmara University, Istanbul, Turkey. https://www.researchgate.net/profile/Sevki-Isikli-2/publication/369503335_ISTC_PhD_Proceedings_Book/links/641e04a792cfd54f8428c645/ISTC-PhD-Proceedings-Book.pdf#page=85. Accessed 15 June 2023
Charniak, E. (1985). Introduction to artificial intelligence. Pearson Education India.
Chatterjee, J., & Dethlefs, N. (2023). This new conversational AI model can be your friend, philosopher, and guide … and even your worst enemy. Patterns, 4(1), 100676. https://doi.org/10.1016/j.patter.2022.100676
Chaudhry, I. S., Sarwary, S. A., Refae, E., G. A., & Chabchoub, H. (2023). Time to revisit existing student’s performance evaluation approach in higher education sector in a new era of ChatGPT — a case study. Cogent Education, 10(1). https://doi.org/10.1080/2331186x.2023.2210461
Choi, J. H., Hickman, K. E., Monahan, A., & Schwarcz, D. B. (2023). ChatGPT goes to law school. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4335905
Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 1–12. https://doi.org/10.1080/14703297.2023.2190148
Cox, C., & Tzoc, E. (2023). ChatGPT: Implications for academic libraries. College & Research Libraries News, 84(3). https://doi.org/10.5860/crln.84.3.99
Currie, G. M. (2023). Academic integrity and artificial intelligence: Is ChatGPT hype, hero or heresy? Seminars in Nuclear Medicine, 53(5), 719–730. https://doi.org/10.1053/j.semnuclmed.2023.04.008
Dai, Y., Liu, A., & Lim, C. P. (2023). Reconceptualizing ChatGPT and generative AI as a student-driven innovation in higher education. https://doi.org/10.35542/osf.io/nwqju
Dalalah, D., & Dalalah, O. M. (2023). The false positives and false negatives of generative AI detection tools in education and academic research: The case of ChatGPT. The International Journal of Management Education, 21(2), 100822. https://doi.org/10.1016/j.ijme.2023.100822
Daudt, H. M., Van Mossel, C., & Scott, S. J. (2013). Enhancing the scoping study methodology: A large, inter-professional team’s experience with Arksey and O’Malley’s framework. BMC Medical Research Methodology, 13(1). https://doi.org/10.1186/1471-2288-13-48
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., & Wright, R. (2023). Opinion paper: So what if ChatGPT wrote it? Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
Eke, D. O. (2023). ChatGPT and the rise of generative AI: Threat to academic integrity? Journal of Responsible Technology, 13, 100060. https://doi.org/10.1016/j.jrt.2023.100060
Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 1–15. https://doi.org/10.1080/14703297.2023.2195846
Fauzi, F., Tuhuteru, L., Sampe, F., Ausat, A. M., & Hatta, H. R. (2023). Analysing the role of ChatGPT in improving student productivity in higher education. Journal on Education, 5(4), 14886–14891. https://doi.org/10.31004/joe.v5i4.2563
Firaina, R., & Sulisworo, D. (2023). Exploring the usage of ChatGPT in higher education: Frequency and impact on productivity. Buletin Edukasi Indonesia, 2(01), 39–46. https://doi.org/10.56741/bei.v2i01.310
Fraiwan, M., & Khasawneh, N. (2023). A review of ChatGPT applications in education, marketing, software engineering, and healthcare: Benefits, drawbacks, and research directions. arXiv preprint arXiv:2305.00237.
Gandhi Periaysamy, A., Satapathy, P., Neyazi, A., & Padhi, B. K. (2023). ChatGPT: Roles and boundaries of the new artificial intelligence tool in medical education and health research – correspondence. Annals of Medicine & Surgery, 85(4), 1317–1318. https://doi.org/10.1097/ms9.0000000000000371
Gašević, D., Siemens, G., & Sadiq, S. (2023). Empowering learners for the age of artificial intelligence. Computers and Education: Artificial Intelligence, 4, 100130. https://doi.org/10.1016/j.caeai.2023.100130
Haensch, A. C., Ball, S., Herklotz, M., & Kreuter, F. (2023). Seeing ChatGPT through students’ eyes: An analysis of TikTok Data. arXiv preprint arXiv:2303.05349.
Harrison, L. M., Hurd, E., & Brinegar, K. M. (2023). Critical race theory, books, and ChatGPT: Moving from a ban culture in education to a culture of restoration. Middle School Journal, 54(3), 2–4. https://doi.org/10.1080/00940771.2023.2189862
Haugeland, J. (1985). Artificial intelligence: The very idea. MIT Press.
Hong, W. C. H. (2023). The impact of ChatGPT on foreign language teaching and learning: Opportunities in education and research. Journal of Educational Technology and Innovation, 5(1), 37–45.
Hosseini, M., Gao, C. A., Liebovitz, D. M., Carvalho, A. M., Ahmad, F. S., Luo, Y., MacDonald, N., Holmes, K. L., & Kho, A. (2023). An exploratory survey about using ChatGPT in education, healthcare, and research. https://doi.org/10.1101/2023.03.31.23287979
Houston, A. B., & Corrado, E. M. (2023). Embracing ChatGPT: Implications of emergent language models for academia and libraries. Technical Services Quarterly, 40(2), 76–91. https://doi.org/10.1080/07317131.2023.2187110
Howard, J. (2019). Artificial intelligence: Implications for the future of work. American Journal of Industrial Medicine, 62(11), 917–926. https://doi.org/10.1002/ajim.23037
Ivanov, S., & Soliman, M. (2023). Game of algorithms: ChatGPT implications for the future of tourism education and research. Journal of Tourism Futures, 9(2), 214–221. https://doi.org/10.1108/jtf-02-2023-0038
Jang, M., & Lukasiewicz, T. (2023). Consistency analysis of ChatGPT. arXiv preprint arXiv:2303.06273.
Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023). Unlocking the opportunities through ChatGPT tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks Standards and Evaluations, 3(2), 100115. https://doi.org/10.1016/j.tbench.2023.100115
Jeon, J., & Lee, S. (2023). Large language models in education: A focus on the complementary relationship between human teachers and ChatGPT. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11834-1
Karthikeyan, C. (2023). Literature review on pros and cons of ChatGPT implications in education. International Journal of Science and Research, 12(3), 283–291.
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Khalil, M., & Er, E. (2023). Will ChatGPT get you caught? Rethinking of plagiarism detection. https://doi.org/10.35542/osf.io/fnh48
Khan, R. A., Jawaid, M., Khan, A. R., & Sajjad, M. (2023). ChatGPT - reshaping medical education and clinical management. Pakistan Journal of Medical Sciences, 39(2). https://doi.org/10.12669/pjms.39.2.7653
Khanna, A., Pandey, B., Vashishta, K., Kalia, K., Pradeepkumar, B., & Das, T. (2015). A study of today’s A.I. through chatbots and rediscovery of machine intelligence. International Journal of u- and e-Service Science and Technology, 8(7), 277–284. https://doi.org/10.14257/ijunesst.2015.8.7.28
Kilinç, S. E. L. Ç. U., K. (2023). Embracing the future of distance science education: Opportunities and challenges of ChatGPT integration. Asian Journal of Distance Education, 18(1). https://doi.org/10.5281/zenodo.7857396
Killian, C. M., Marttinen, R., Howley, D., Sargent, J., & Jones, E. M. (2023). Knock, knock … who’s there? ChatGPT and artificial intelligence-powered large language models: Reflections on potential impacts within health and physical education teacher education. Journal of Teaching in Physical Education, 42(3), 385–389. https://doi.org/10.1123/jtpe.2023-0058
Kolade, O., Owoseni, A., & Egbetokun, A. (2023). Assessment on trial? ChatGPT and the new frontiers of learning and assessment in higher education. https://www.researchgate.net/profile/Oluwaseun-Kolade/publication/369974458_Assessment_on_trial_ChatGPT_and_the_new_frontiers_of_learning_and_assessment_in_higher_education/links/64376dc720f25554da29ad9f/Assessmenton-trial-ChatGPT-and-the-new-frontiers-of-learning-and-assessment-in-higher-education.pdf. Accessed 4 June 2023
Korteling, J. E., Van de Boer-Visschedijk, G. C., Blankendaal, R. A., Boonekamp, R. C., & Eikelboom, A. R. (2021). Human- versus artificial intelligence. Frontiers in Artificial Intelligence, 4. https://doi.org/10.3389/frai.2021.622364
Kurzweil, R., Richter, R., Kurzweil, R., & Schneider, M. L. (1990). The age of intelligent machines, 580. MIT Press.
Laato, S., Morschheuser, B., Hamari, J., & Björne, J. (2023). AI-assisted learning with ChatGPT and large Language Models. Implications for Higher Education.
Lake, B. M., Ullman, T. D., Tenenbaum, J. B., & Gershman, S. J. (2016). Building machines that learn and think like people. Behavioral and Brain Sciences, 40. https://doi.org/10.1017/s0140525x16001837
Lee, H. (2023). The rise of < scp > ChatGPT: Exploring its potential in medical education. Anatomical Sciences Education. https://doi.org/10.1002/ase.2270
Levac, D., Colquhoun, H., & O’Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5(1). https://doi.org/10.1186/1748-5908-5-69
Li, L., Ma, Z., Fan, L., Lee, S., Yu, H., & Hemphill, L. (2023). ChatGPT in education: A discourse analysis of worries and concerns on social media. arXiv preprint arXiv:2305.02201.
Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarok or Reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2), 100790. https://doi.org/10.1016/j.ijme.2023.100790
McGrath, C., Pargman, C., Juth, T., & Palmgren, P. J. (2023). University teachers’ perceptions of responsibility and artificial intelligence in higher education - an experimental philosophical study. Computers and Education: Artificial Intelligence, 4, 100139. https://doi.org/10.1016/j.caeai.2023.100139
Mhlanga, D. (2023). Open AI in education, the responsible and ethical use of ChatGPT towards lifelong learning. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4354422
Mizumoto, A., & Eguchi, M. (2023). Exploring the potential of using an AI language model for automated essay scoring. Research Methods in Applied Linguistics, 2(2), 100050. https://doi.org/10.1016/j.rmal.2023.100050
Mogavi, R. H., Deng, C., Kim, J. J., Zhou, P., Kwon, Y. D., Metwally, A. H. S., & Hui, P. (2023). Exploring User Perspectives on ChatGPT: Applications, Perceptions, and Implications for AI-Integrated Education. arXiv preprint arXiv:2305.13114.
Najmaei, A., & Sadeghinejad, Z. (2023). ChatGPT. AI-driven World and the New Reality of Online Education. https://www.ubss.edu.au/media/4586/chatgtp-ai-driven-world.pdf. Accessed 4 June 2023
Neumann, M., Rauschenberger, M., & Schön, E. (2023). “We need to talk about ChatGPT”: The future of AI and higher education. 2023 IEEE/ACM 5th International Workshop on Software Engineering Education for the Next Generation (SEENG). https://doi.org/10.1109/seeng59157.2023.00010
Nikolic, S., Daniel, S., Haque, R., Belkina, M., Hassan, G. M., Grundy, S., Lyden, S., Neal, P., & Sandison, C. (2023). ChatGPT versus engineering education assessment: A multidisciplinary and multi-institutional benchmarking and analysis of this generative artificial intelligence tool to investigate assessment integrity. European Journal of Engineering Education, 48(4), 559–614. https://doi.org/10.1080/03043797.2023.2213169
Nilsson, N. J. (1998). Planning. Artificial Intelligence: A New Synthesis, 373–404. https://doi.org/10.1016/b978-0-08-049945-1.50030-7
Peres, R., Schreier, M., Schweidel, D., & Sorescu, A. (2023). On ChatGPT and beyond: How generative artificial intelligence may affect research, teaching, and practice. International Journal of Research in Marketing, 40(2), 269–275. https://doi.org/10.1016/j.ijresmar.2023.03.001
Perkins, M. (2023). Academic integrity considerations of AI large language models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching and Learning Practice, 20(2). https://doi.org/10.53761/1.20.02.07
Poole, D. I., Goebel, R. G., & Mackworth, A. K. (1998). Computational intelligence, 1. Oxford University Press.
Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for education and research: Opportunities, threats, and strategies. Applied Sciences, 13(9), 5783. https://doi.org/10.3390/app13095783
Rasul, T., Nair, S., Kalendra, D., Robin, M., de Oliveira Santini, F., Ladeira, W. J., & Heathcote, L. (2023). The role of ChatGPT in higher education: Benefits, challenges, and future research directions. Journal of Applied Learning and Teaching, 6(1), 41–56. https://doi.org/10.37074/jalt.2023.6.1.29
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342–363. https://doi.org/10.37074/jalt.2023.6.1.9
Rusandi, M. A., Ahman, Saripah, I., Khairun, D. Y., & Mutmainnah. (2023). No worries with ChatGPT: Building bridges between artificial intelligence and education with critical thinking soft skills. Journal of Public Health. https://doi.org/10.1093/pubmed/fdad049
Russell, S., & Norvig, P. (2016). Artificial Intelligence: A Modern Approach. Pearson Education Limited.
Sallam, M. (2023). ChatGPT utility in healthcare education, research, and practice: Systematic review on the promising perspectives and valid concerns. Healthcare, 11(6), 887. https://doi.org/10.3390/healthcare11060887
Sallam, M., Salim, N., Barakat, M., & Al-Tammemi, A. (2023). ChatGPT applications in medical, dental, pharmacy, and public health education: A descriptive study highlighting the advantages and limitations. Narra J, 3(1), e103. https://doi.org/10.52225/narra.v3i1.103
Sarker, I. H. (2021a). Data science and analytics: An overview from data-driven smart computing, decision-making and applications perspective. SN Computer Science, 2(5). https://doi.org/10.1007/s42979-021-00765-8
Sarker, I. H. (2021b). Machine learning: Algorithms, real-world applications and research directions. SN Computer Science, 2(3). https://doi.org/10.1007/s42979-021-00592-x
Sarker, I. H. (2021c). Deep learning: A comprehensive overview on techniques, taxonomy, applications and research directions. SN Computer Science, 2(6). https://doi.org/10.1007/s42979-021-00815-1
Sarker, I. H. (2022). AI-based modeling: Techniques, applications and research issues towards automation, intelligent and smart systems. SN Computer Science, 3(2). https://doi.org/10.1007/s42979-022-01043-x
Seetharaman, R. (2023). Revolutionizing medical education: Can ChatGPT boost subjective learning and expression? Journal of Medical Systems, 47(1). https://doi.org/10.1007/s10916-023-01957-w
Sevgi, U. T., Erol, G., Doğruel, Y., Sönmez, O. F., Tubbs, R. S., & Güngor, A. (2023). The role of an open artificial intelligence platform in modern neurosurgical education: A preliminary study. Neurosurgical Review, 46(1). https://doi.org/10.1007/s10143-023-01998-2
Shue, E., Liu, L., Li, B., Feng, Z., Li, X., & Hu, G. (2023). Empowering beginners in bioinformatics with ChatGPT. https://doi.org/10.1101/2023.03.07.531414
Skavronskaya, L., Hadinejad, A., & Cotterell, D. (2023). Reversing the threat of artificial intelligence to opportunity: A discussion of ChatGPT in tourism education. Journal of Teaching in Travel & Tourism, 23(2), 253–258. https://doi.org/10.1080/15313220.2023.2196658
Stokel-Walker, C. (2022). AI bot ChatGPT writes smart essays-should academics worry? Nature. https://doi.org/10.1038/d41586-022-04397-7
Stokel-Walker, C., & Van Noorden, R. (2023). What ChatGPT and generative AI mean for science. Nature, 614(7947), 214–216. https://doi.org/10.1038/d41586-023-00340-6
Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning and Teaching, 6(1), 31–40. https://doi.org/10.37074/jalt.2023.6.1.17
Sun, G. H., & Hoelscher, S. H. (2023). The ChatGPT storm and what faculty can do. Nurse Educator, 48(3), 119–124. https://doi.org/10.1097/nne.0000000000001390
Sweeney, S. (2023). Who wrote this? Essay mills and assessment – considerations regarding contract cheating and AI in higher education. The International Journal of Management Education, 21(2), 100818. https://doi.org/10.1016/j.ijme.2023.100818
Tai, M. (2020). The impact of artificial intelligence on human society and bioethics. Tzu Chi Medical Journal, 32(4), 339. https://doi.org/10.4103/tcmj.tcmj_71_20
Tatzel, A., & Mael, D. (2023). “Write a paper on AI plagiarism”: An analysis on ChatGPT and its impact on academic dishonesty in higher education. https://www.lasell.edu/documents/Writing%20Program/2023%20Winners/TatzelA%20100%20Level%20Winnter%202023.pdf. Accessed 4 June 2023
Temsah, O., Khan, S., Chaiah, Y., Senjab, A., Alhasan, K., Jamal, A., Aljamaan, F., Malki, K., Halwani, R., Al-Tawfiq, J. A., Temsah, M., & Al-Eyadhy, A. (2023). Overview of early ChatGPT’s presence in medical literature: Insights from a hybrid literature review by ChatGPT and human experts. Cureus. https://doi.org/10.7759/cureus.37281
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(1). https://doi.org/10.1186/1471-2288-8-45
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., & Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-scr): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/m18-0850
Turner, A. (2023, June 7). ChatGPT number of users & market size statistics (Jun 2023). BankMyCell. https://www.bankmycell.com/blog/chatgpt-number-of-users. Accessed 15 June 2023
Uddin, S. M., Albert, A., Ovid, A., & Alsharef, A. (2023). Leveraging ChatGPT to aid construction hazard recognition and support safety education and training. Sustainability, 15(9), 7121. https://doi.org/10.3390/su15097121
Veerakannan, S. (2022). ChatGPT and Education: Implications for academic libraries. International Journal of Tamil Studies, 2(1), 1–5.
Verma, M. (2023). The Digital Circular Economy: ChatGPT and the future of STEM Education and Research. International Journal of Trend in Scientific Research and Development, 7(3). https://www.ijtsrd.com/papers/ijtsrd56321.pdf
Wang, M., & Chen, Y. (2023). Research on the future vision of the Intelligent Integration of ChatGPT and Online Education. Advances in Educational Technology and Psychology, 7(2), 128–134.
Winston, P. H. (1992). Artificial intelligence. Addison-Wesley Longman Publishing.
Wogu, I. A., Olu-Owolabi, F. E., Assibong, P. A., Agoha, B. C., Sholarin, M., Elegbeleye, A., Igbokwe, D., & Apeh, H. A. (2017). Artificial intelligence, alienation and ontological problems of other minds: A critical investigation into the future of man and machines. 2017 International Conference on Computing Networking and Informatics (ICCNI). https://doi.org/10.1109/iccni.2017.8123792
Zamfiroiu, A., Vasile, D., & Savu, D. (2023). ChatGPT - A systematic review of published Research Papers. Informatica Economica, 27(1), 5–16.
Zhai, X. (2023). ChatGPT and AI: The game changer for education. https://ssrn.com/abstract=4389098
Funding
There is no funding support to sponsor this scoping review.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Appendix
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Ansari, A.N., Ahmad, S. & Bhutta, S.M. Mapping the global evidence around the use of ChatGPT in higher education: A systematic scoping review. Educ Inf Technol 29, 11281–11321 (2024). https://doi.org/10.1007/s10639-023-12223-4
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-023-12223-4