Grand challenges for ChatGPT usage in education: psychological theories, perspectives and opportunities

Year 2024, , 31 - 36, 30.06.2024

Yasser Elbably , Mohamed Nemt-allah

https://doi.org/10.5281/zenodo.12601568

Abstract

The integration of conversational artificial intelligence (AI) systems like ChatGPT into educational settings presents significant opportunities and challenges. This paper examines the potential impacts of ChatGPT usage in academics through the lens of established psychological theories and perspectives, including constructivist learning theory, cognitive load theory, sociocultural learning theory, and human-AI collaboration theory. It explores the benefits of ChatGPT as a personalized, interactive, and responsive educational aid, capable of fostering engagement, writing skill development, and accessibility. However, concerns are raised regarding academic integrity, factual accuracy, critical thinking development, plagiarism, equity, privacy, and bias mitigation. The paper emphasizes the need for proactive risk management and evidence-based guidelines to responsibly leverage ChatGPT's advantages while safeguarding student well-being and learning outcomes. It advocates for maintaining teacher and learner agency, fostering appropriate trust calibration, and defining supplemental roles for ChatGPT that enhance rather than replace human teaching and knowledge construction. Ultimately, the paper calls for further research to develop optimal design principles and policy frameworks that uplift both educators and learners through ethical, compassionate human-AI partnerships in education.

Keywords

ChatGPT, conversational AI, educational technology, human-AI collaboration

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