ChatGPT in higher education - a synthesis of the literature and a future research agenda

ChatGPT has emerged as a significant subject of research and exploration, casting a critical spotlight on teaching and learning practices in the higher education domain. This study examines the most influential articles, leading journals, and productive countries concerning citations and publication...

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Veröffentlicht in:Education and information technologies Jg. 29; H. 16; S. 21501 - 21522
Hauptverfasser: Bhullar, Pritpal Singh, Joshi, Mahesh, Chugh, Ritesh
Format: Journal Article
Sprache:Englisch
Veröffentlicht: New York Springer US 01.11.2024
Springer
Springer Nature B.V
Schlagworte:
Bibliometrics
Chatbots
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Education
Education, Higher
Educational Technology
Higher education
Information Systems Applications (incl.Internet)
Learner Engagement
Technology application
User Interfaces and Human Computer Interaction
India
Generative AI
Higher education
Plagiarism
ChatGPT
Artificial Intelligence
Academic integrity
Systematic review
Bibliometric analysis
ISSN:1360-2357, 1573-7608
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Abstract ChatGPT has emerged as a significant subject of research and exploration, casting a critical spotlight on teaching and learning practices in the higher education domain. This study examines the most influential articles, leading journals, and productive countries concerning citations and publications related to ChatGPT in higher education, while also shedding light on emerging thematic and geographic clusters within research on ChatGPT’s role and challenges in teaching and learning at higher education institutions. Forty-seven research papers from the Scopus database were shortlisted for bibliometric analysis. The findings indicate that the use of ChatGPT in higher education, particularly issues of academic integrity and research, has been studied extensively by scholars in the United States, who have produced the largest volume of publications, alongside the highest number of citations. This study uncovers four distinct thematic clusters (academic integrity, learning environment, student engagement, and scholarly research) and highlights the predominant areas of focus in research related to ChatGPT in higher education, including student examinations, academic integrity, student learning, and field-specific research, through a country-based bibliographic analysis. Plagiarism is a significant concern in the use of ChatGPT, which may reduce students’ ability to produce imaginative, inventive, and original material. This study offers valuable insights into the current state of ChatGPT in higher education literature, providing essential guidance for scholars, researchers, and policymakers.
AbstractList ChatGPT has emerged as a significant subject of research and exploration, casting a critical spotlight on teaching and learning practices in the higher education domain. This study examines the most influential articles, leading journals, and productive countries concerning citations and publications related to ChatGPT in higher education, while also shedding light on emerging thematic and geographic clusters within research on ChatGPT’s role and challenges in teaching and learning at higher education institutions. Forty-seven research papers from the Scopus database were shortlisted for bibliometric analysis. The findings indicate that the use of ChatGPT in higher education, particularly issues of academic integrity and research, has been studied extensively by scholars in the United States, who have produced the largest volume of publications, alongside the highest number of citations. This study uncovers four distinct thematic clusters (academic integrity, learning environment, student engagement, and scholarly research) and highlights the predominant areas of focus in research related to ChatGPT in higher education, including student examinations, academic integrity, student learning, and field-specific research, through a country-based bibliographic analysis. Plagiarism is a significant concern in the use of ChatGPT, which may reduce students’ ability to produce imaginative, inventive, and original material. This study offers valuable insights into the current state of ChatGPT in higher education literature, providing essential guidance for scholars, researchers, and policymakers.
Audience Academic
Author Bhullar, Pritpal Singh
Chugh, Ritesh
Joshi, Mahesh
Author_xml – sequence: 1
  givenname: Pritpal Singh
  surname: Bhullar
  fullname: Bhullar, Pritpal Singh
  organization: University Business School, Maharaja Ranjit Singh Punjab Technical University
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  givenname: Mahesh
  surname: Joshi
  fullname: Joshi, Mahesh
  organization: Department of Financial Planning and Tax, School of Accounting, Information Systems and Supply Chain, RMIT University
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  givenname: Ritesh
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  surname: Chugh
  fullname: Chugh, Ritesh
  email: r.chugh@cqu.edu.au
  organization: School of Engineering and Technology, CML‑NET & CREATE Research Centres, Central Queensland University
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Keywords Generative AI
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Plagiarism
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Artificial Intelligence
Academic integrity
Systematic review
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SubjectTerms Bibliometrics
Chatbots
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Education
Education, Higher
Educational Technology
Higher education
Information Systems Applications (incl.Internet)
Learner Engagement
Technology application
User Interfaces and Human Computer Interaction
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