Roles and research trends of ChatGPT-based learning: A bibliometric analysis and systematic review

This study analyzed the trends in ChatGPT-based learning research through a systematic review with bibliometric analysis. Based on the PRISMA guidelines, relevant articles were identified by searching several reputable sources (i.e., Embase, Scopus, PubMed, CINAHL, and WoS), and a total of 50 empiri...

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Bibliographic Details
Published in:Educational Technology ＆ Society Vol. 27; no. 4; pp. 471 - 486
Main Authors: Chang, Ching-Yi, Chen, I-Hui, Tang, Kai-Yu
Format: Journal Article
Language:English
Published: International Forum of Educational Technology ＆ Society 01.10.2024
International Forum of Educational Technology & Society, National Taiwan Normal University, Taiwan
International Forum of Educational Technology & Society
Subjects:
Analysis
artificial intelligence
chatgpt-based learning
Computational linguistics
Education, Higher
Educational evaluation
Generative artificial intelligence in education: Theories, technologies, and applications
global trends
Language processing
Learning strategies
Natural language interfaces
systematic review
Global trends
Systematic review
Artificial intelligence
ChatGPT-based learning
ISSN:1176-3647, 1436-4522, 1436-4522
Online Access:Get full text
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Summary:This study analyzed the trends in ChatGPT-based learning research through a systematic review with bibliometric analysis. Based on the PRISMA guidelines, relevant articles were identified by searching several reputable sources (i.e., Embase, Scopus, PubMed, CINAHL, and WoS), and a total of 50 empirical articles that met the selection criteria were included. The results are twofold: (1) Bibliometric attributes of the research were identified. First, we found that authors from China, the United States, Australia, and Saudi Arabia are the most productive contributors to the field. Second, over 64% of the analyzed research was published in educational technology journals (e.g., EIT, AJET, ILE). (2) The systematic review identified key learning features of the research. Most research focused on non-specific learning, and subjects related to English learning in ChatGPT use were the second most frequently researched topic. The third most frequently researched subject is related to STEAM courses, in which most research employed ChatGPT-based assistant learning as an instructional design in the course. The role of ChatGPT-based learning in education involves domain experts, teachers/tutors, administrators, and learning tools. Regarding the educational context of the research, the participants were mainly in higher education settings, including undergraduate and graduate students. Based on the results, we concluded that research on ChatGPT-based learning in education is still in its early stages, with limited empirical studies addressing effective instructional design and learning strategies.
ISSN:1176-3647
1436-4522
1436-4522
DOI:10.30191/ETS.202410_27(4).TP03