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Eğitimde ChatGPT Kullanımı: Faydalar, Endişeler ve Öneriler

Yıl 2025, Sayı: 63, 267 - 281, 27.03.2025
https://doi.org/10.53444/deubefd.1492855

Öz

Teknolojinin hız kazanmasıyla birlikte birçok alanda çeşitli teknolojik araçların kullanıldığını gözlemlemek mümkün hale gelmiştir. Yapay zekâ, insan gibi düşünen ve hareket edebilen uygulamalara verilen genel addır. Yapay zekanın birçok alanda kullanıldığını görmek mümkündür. Bunlardan biri olan eğitimde yapay zekâ uygulamalarının kullanımı giderek yaygınlaşmaktadır. Akademik araştırmalar da dahil olmak üzere birçok alanda devrim yaratma potansiyeline sahip olan yapay zekâ araçları büyük miktardaki verileri analiz etme ve yorumlama, çeşitli problemleri çözmeye yönelik yollar geliştirme ve edindiği bulguları açık ve anlaşılır biçimde ifade etmesi çalışmaların kalitesini önemli ölçüde artırma potansiyeline sahip olmasıyla önemli hale gelmektedir. Herkesin kullanımına açık en yaygın uygulamalardan biri de ChatGPT’dir. Doğal dil işleme modeli olan ChatGPT’nin birçok alanda ses getiren bir araç olduğu göz önüne alındığında eğitimde ChatGPT’nin kullanılmasına yönelik çeşitli görüşlerin olduğunu görmek mümkündür. ChatGPT gibi yapay zekâ araçlarının eğitimde sıklıkla kullanılmaya başlaması yeni öğretim stratejilerinin geliştirilmesine ve öğrencilere sunulan etkinliklerin yeniden değerlendirilmesine yol açarak öğrencilerin bilgi edinme ve eğitim alanındaki bilgilere erişme yöntemine yeni bir bakış getirmiştir. Bu durum heyecan yaratırken aynı zamanda birtakım endişelerin ortaya çıkmasına da sebep olmuştur. Bu çalışmanın amacı eğitimde ChatGPT’nin kullanım alanlarına yer vermek, öngörülen fayda ve zararlarını ifade etmektir. Son olarak eğitimcilerin ChatGPT kullanımında dikkat etmeleri önerilen durumlara yer verilmiştir.

Kaynakça

  • Aktay, S., Gök, S., & Uzunoğlu, D. (2023). ChatGPT in education. Türk Akademik Yayınlar Dergisi (TAY Journal), 7(2), 378-406. https://doi.org/10.29329/tayjournal.2023.543.03
  • Alshater, M. (2022). Exploring the role of artificial intelligence in enhancing academic performance: A Case study of ChatGPT. Erişim Adresi: https://ssrn.com/abstract=4312358
  • Arif, T. B., Munaf, U., & Ul-Haque, I. (2023). The future of medical education and research: Is ChatGPT a blessing or blight in disguise? Medical Education Online, 28(1), 2181052.
  • Atlas, S. (2023). ChatGPT for higher education and professional development: A guide to conversational AI. https://doi.org/10.1080/10872981.2023.2181052
  • Aydın, Ö., & Karaarslan, E. (2022). OpenAI ChatGPT generated literature review: Digital twin in healthcare. Emerging Computer Technologies 2, 22-31. Erişim Adresi: https://acikerisim.mu.edu.tr/xmlui/bitstream/handle/20.500.12809/10483/Omer.pdf?sequence=1
  • Azaria, A. (2022). ChatGPT: Usage and limitations. Erişim Adresi: https://hal.science/hal-03913837/
  • Bii, P. K., Too, J. K., & Mukwa, C. W. (2018). Teacher attitude towards use of chatbots in routine teaching. Universal Journal of Educational Research, 1586-1597. https://doi.org/10.13189/ujer.2018.060719
  • Bishop, L. (2023). A computer wrote this paper: What chatgpt means for education, research, and writing. Erişim Adresi: https://scholarworks.iupui.edu/bitstream/handle/1805/33484/ Bishop2023AComptuter.pdf?sequence
  • Bin-Nashwan, S. A., Sadallah, M., & Bouteraa, M. (2023). Use of ChatGPT in academia: Academic integrity hangs in the balance. Technology in Society, 102370. https://doi.org/10.1016/j.techsoc.2023.102370
  • Bonsu, E. M., & Baffour-Koduah, D. (2023). From the consumers’ side: Determining students’ perception and intention to use ChatGPT in Ghanaian higher education. Journal of Education, Society & Multiculturalism, 1-29. https://doi.org/10.2478/jesm-2023-0001
  • Borji, A. (2023). A categorical archive of chatgpt failures. Erişim Adresi: arXiv preprint arXiv2302.03494. Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., ... & Jandrić, P. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1). https://doi.org/10.5281/zenodo.7636568
  • Brkic, D., & Johansson, I. R. (2024). The advent of ChatGPT and its technological integration in education. Erişim Adresi: https://www.diva-portal.org/smash/get/diva2:1829029/FULLTEXT02
  • Carvalho, L., Martinez-Maldonado, R., Tsai, Y. S., Markauskaite, L., & De Laat, M. (2022). How can we design for learning in an AI world. Computers and Education Artificial Intelligence, 3, 100053. https://doi.org/10.1016/j.caeai.2022.100053
  • Crawford, J., Cowling, M., & Allen, K. A. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI). Journal of University Teaching & Learning Practice, 20(3), 02. https://doi.org/10.53761/1.20.3.02
  • Deng, J., & Lin, Y. (2022). The benefits and challenges of ChatGPT: An overview. Frontiers in Computing and Intelligent Systems, 2(2), 81-83.
  • Dogan, M. E., Dogan, T., & Bozkurt, A. (2023). The use of artificial intelligence (AI) in online learning and distance education processes: A systematic review of empirical studies. Applied Sciences, 13(5), 3056. https://doi.org/10.3390/app13053056
  • Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., ... & Wright, R. (2023). “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
  • Elkins, K., & Chun, J. (2020). Can GPT-3 pass a writer’s turing test? Journal of Cultural Analytics, 5(2). https://doi.org/10.22148/001c.17212
  • Fayad, A. (2024). Development and Future Scope of AI in the Workplace. American International Journal of Business Management (AIJBM), 11-20.
  • Farhi, F., Jeljeli, R., Aburezeq, I., Dweikat, F.F., Al-shami, S. A., & Slamene, R. (2023). Analyzing the students' views, concerns, and perceived ethics about chat GPT usage. Computers and Education Artificial Intelligence, 100180. https://doi.org/10.1016/j.caeai.2023.100180
  • Floridi, L., & Chiriatti, M. (2020). GPT-3: Its nature, scope, limits, and consequences. Minds and Machines, 30(4), 681-694. https://doi.org/10.1007/s11023-020-09548-1
  • Geerling, W., Mateer, G. D., Wooten, J., & Damodaran, N. (2023). ChatGPT has mastered the principles of economics: Now what? Erişim Adresi: https:// pure.jgu.edu.in/id/ eprint/5905/1/ChatGPT%20has%20Mastered%20the%20Principles%20of%20Economics_%20Now%20What.pdf Guo, B., Zhang, X., Wang, Z., Jiang, M., Nie, J., Ding, Y., ... & Wu, Y. (2023). How close is ChatGPT to human experts? Comparison corpus, evaluation, and detection. Erişim Adresi: https://arxiv.org/pdf/2301.07597.
  • Haleem, A., Javaid, M., & Singh, R. P. (2022). An era of ChatGPT as a significant futuristic support tool: A study on featurs, abilities and challenges. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 100089. https://doi.org/10.1016/j.tbench.2023.100089
  • Huh, S. (2023). Are ChatGPT's knowledge and interpretation ability comparable to those of medical students in Korea for taking a parasitology examination? A descriptive study. Journal of Educational Evaluation for Health Professions, 20, 1. https://doi.org/10.3352%2Fjeehp.2023.20.1
  • Iqbal, N., Ahmed, H. & Azhar, K. (2022). Exploring teachers' attitudes towards using ChatGPT. GJMAS (Global Journal for Management and Administrative Sciences), 97-111. Erişim Adresi: https://www.researchgate.net/profile/Kaukab-Azhar/publication/368836802_Exploring_Teachers'_Attitudes_towards_Using_Chat_GPT/links/63fca4540d98a97717c14d9a/Exploring-Teachers-Attitudes-towards-Using-Chat-GPT.pdf
  • Jiao, W., Wang, W. X., Huang, J. T., Wang, X., & Tu, Z. P. (2023). Is ChatGPT a good translator? Yes with GPT-4 as the engine. Erişim Adresi: arXiv preprint arXiv:2301.08745.
  • Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & 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
  • Kok, J. N., Boers, E. J., Kosters, W. A., Van der Putten, P., & Poel, M. (2009). Artificial intelligence: definition, trends, techniques, and cases. Artificial Intelligence, 1, 270-299.
  • Kolade, O., Owoseni, A., & Egbetokun, A. (2024). Is AI changing learning and assessment as we know it Evidence from a ChatGPT experiment and a conceptual framework. Heliyon, e25953. https://doi.org/10.1016/j.heliyon.2024.e25953
  • 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. Education and Information Technologies, 1-34. Erişim Adresi: arXiv preprint arXiv:2305.02201.
  • Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410. https://doi.org/10.3390/educsci13040410
  • Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: how may AI and GPT impact academia and libraries? Library Hi Tech News, 40(3), 26-29.
  • Mhlanga, D. (2023). Open AI in education, the responsible and ethical use of ChatGPT: Towards lifelong learning. https://doi.org/10.2139/ssrn.4354422
  • Mollick, E. R., & Mollick, L. (2022). New modes of learning enabled by AI chatbots: Three methods and assignments. Available at SSRN 4300783.
  • Ng, D. T. K., Leung, J. K. L., Chu, K. W. S., & Qiao, M. S. (2021). AI literacy: Definition, teaching, evaluation and ethical issues. Proceedings of the Association for Information Science and Technology, 58(1), 504-509. Patel, S. B., & Lam, K. (2023). ChatGPT the future of discharge summaries. The Lancet Digital Health, 5(3), 107-108. https://doi.org/10.1016/S2589-7500(23)00021-3
  • Pedró, F. (2020). Applications of Artificial Intelligence to higher education possibilities, evidence, and challenges. IUL Research, 1(1), 61-76.
  • Roose, K. (2023). The brilliance and weirdness of ChatGPT. New York Times. Erişim Adresi: https://bpb-us-w2.wpmucdn.com/hawksites.newpaltz.edu/dist/7/800/files/2023/02/The_ Brilliance_And_Weirdness_O.pdf 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). https://doi.org/10.37074/jalt.2023.6.1.9
  • Samoili, S., López Cobo, M., Gómez, E., De Prato, G., Martínez-Plumed, F., & Delipetrev, B. (2020). AI watch: Defining artificial intelligence. Towards an operational definition and taxonomy of artificial intelligence. Erişim Adresi: https://eprints.ugd.edu.mk/28047/1/3.%20jrc118163_ai_watch._defining_artificial_intelligence_1.pdf
  • Szabo, A. (2023). ChatGPT is a breakthrough in science and education but fails a test in sports and exercise psychology. Baltic Journal of Sport and Health Sciences, 1(128), 25-40. https://doi.org/10.33607/bjshs.v1i128.1341
  • Schuett, J. (2023). Defining the scope of AI regulations. Law, Innovation and Technology, 15(1), 60-82.
  • Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x
  • van Dis, E. A., Bollen, J., Zuidema, W., van Rooij, R., & Bockting, C. L. (2023). ChatGPT: five priorities for research. Nature, 614(7947), 224-226.
  • Vázquez-Cano, E., Ramírez-Hurtado, J. M., Sáez-López, J. M., & López-Meneses, E. (2023). ChatGPT The brightest student in the class. Thinking Skills and Creativity, 49, 101380 https://doi.org/10.1016/j.tsc.2023.101380 Wang, P. (2008). What Do You Mean by " AI"? AGI,171, 362-373.
  • Zhuo, T. Y., Huang, Y., Chen, C., & Xing, Z. (2023). Exploring AI ethics of ChatGPT: A diagnostic analysis. https://doi.org/10.48550/arXiv.2301.12867

ChatGPT Use in Education: Benefits, Concerns and Recommendations

Yıl 2025, Sayı: 63, 267 - 281, 27.03.2025
https://doi.org/10.53444/deubefd.1492855

Öz

With the acceleration of technology in recent years, it has become possible to observe the use of various tools in many fields. Artificial intelligence is the general name given to tools that think and act like humans. The use of artificial intelligence tools in education, which is one of them, is becoming increasingly widespread. Artificial intelligence tools, which have the potential to revolutionize many fields, become important because they have the potential to analyze large amounts of data and express their findings in a clear and understandable way, which has the potential to significantly improve the quality of studies. The frequent use of artificial intelligence tools such as ChatGPT in education has led to the development of new teaching strategies and the re-evaluation of the activities offered to students, bringing a new perspective to the way students acquire knowledge and access information in the field of education. While this situation has created excitement, it has also caused some concerns. The aim of this study is to present the areas of use of ChatGPT in education and to express its anticipated benefits and harms. Finally, the recommended situations that educators should pay attention to when using ChatGPT are included.

Kaynakça

  • Aktay, S., Gök, S., & Uzunoğlu, D. (2023). ChatGPT in education. Türk Akademik Yayınlar Dergisi (TAY Journal), 7(2), 378-406. https://doi.org/10.29329/tayjournal.2023.543.03
  • Alshater, M. (2022). Exploring the role of artificial intelligence in enhancing academic performance: A Case study of ChatGPT. Erişim Adresi: https://ssrn.com/abstract=4312358
  • Arif, T. B., Munaf, U., & Ul-Haque, I. (2023). The future of medical education and research: Is ChatGPT a blessing or blight in disguise? Medical Education Online, 28(1), 2181052.
  • Atlas, S. (2023). ChatGPT for higher education and professional development: A guide to conversational AI. https://doi.org/10.1080/10872981.2023.2181052
  • Aydın, Ö., & Karaarslan, E. (2022). OpenAI ChatGPT generated literature review: Digital twin in healthcare. Emerging Computer Technologies 2, 22-31. Erişim Adresi: https://acikerisim.mu.edu.tr/xmlui/bitstream/handle/20.500.12809/10483/Omer.pdf?sequence=1
  • Azaria, A. (2022). ChatGPT: Usage and limitations. Erişim Adresi: https://hal.science/hal-03913837/
  • Bii, P. K., Too, J. K., & Mukwa, C. W. (2018). Teacher attitude towards use of chatbots in routine teaching. Universal Journal of Educational Research, 1586-1597. https://doi.org/10.13189/ujer.2018.060719
  • Bishop, L. (2023). A computer wrote this paper: What chatgpt means for education, research, and writing. Erişim Adresi: https://scholarworks.iupui.edu/bitstream/handle/1805/33484/ Bishop2023AComptuter.pdf?sequence
  • Bin-Nashwan, S. A., Sadallah, M., & Bouteraa, M. (2023). Use of ChatGPT in academia: Academic integrity hangs in the balance. Technology in Society, 102370. https://doi.org/10.1016/j.techsoc.2023.102370
  • Bonsu, E. M., & Baffour-Koduah, D. (2023). From the consumers’ side: Determining students’ perception and intention to use ChatGPT in Ghanaian higher education. Journal of Education, Society & Multiculturalism, 1-29. https://doi.org/10.2478/jesm-2023-0001
  • Borji, A. (2023). A categorical archive of chatgpt failures. Erişim Adresi: arXiv preprint arXiv2302.03494. Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., ... & Jandrić, P. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1). https://doi.org/10.5281/zenodo.7636568
  • Brkic, D., & Johansson, I. R. (2024). The advent of ChatGPT and its technological integration in education. Erişim Adresi: https://www.diva-portal.org/smash/get/diva2:1829029/FULLTEXT02
  • Carvalho, L., Martinez-Maldonado, R., Tsai, Y. S., Markauskaite, L., & De Laat, M. (2022). How can we design for learning in an AI world. Computers and Education Artificial Intelligence, 3, 100053. https://doi.org/10.1016/j.caeai.2022.100053
  • Crawford, J., Cowling, M., & Allen, K. A. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI). Journal of University Teaching & Learning Practice, 20(3), 02. https://doi.org/10.53761/1.20.3.02
  • Deng, J., & Lin, Y. (2022). The benefits and challenges of ChatGPT: An overview. Frontiers in Computing and Intelligent Systems, 2(2), 81-83.
  • Dogan, M. E., Dogan, T., & Bozkurt, A. (2023). The use of artificial intelligence (AI) in online learning and distance education processes: A systematic review of empirical studies. Applied Sciences, 13(5), 3056. https://doi.org/10.3390/app13053056
  • Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., ... & Wright, R. (2023). “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
  • Elkins, K., & Chun, J. (2020). Can GPT-3 pass a writer’s turing test? Journal of Cultural Analytics, 5(2). https://doi.org/10.22148/001c.17212
  • Fayad, A. (2024). Development and Future Scope of AI in the Workplace. American International Journal of Business Management (AIJBM), 11-20.
  • Farhi, F., Jeljeli, R., Aburezeq, I., Dweikat, F.F., Al-shami, S. A., & Slamene, R. (2023). Analyzing the students' views, concerns, and perceived ethics about chat GPT usage. Computers and Education Artificial Intelligence, 100180. https://doi.org/10.1016/j.caeai.2023.100180
  • Floridi, L., & Chiriatti, M. (2020). GPT-3: Its nature, scope, limits, and consequences. Minds and Machines, 30(4), 681-694. https://doi.org/10.1007/s11023-020-09548-1
  • Geerling, W., Mateer, G. D., Wooten, J., & Damodaran, N. (2023). ChatGPT has mastered the principles of economics: Now what? Erişim Adresi: https:// pure.jgu.edu.in/id/ eprint/5905/1/ChatGPT%20has%20Mastered%20the%20Principles%20of%20Economics_%20Now%20What.pdf Guo, B., Zhang, X., Wang, Z., Jiang, M., Nie, J., Ding, Y., ... & Wu, Y. (2023). How close is ChatGPT to human experts? Comparison corpus, evaluation, and detection. Erişim Adresi: https://arxiv.org/pdf/2301.07597.
  • Haleem, A., Javaid, M., & Singh, R. P. (2022). An era of ChatGPT as a significant futuristic support tool: A study on featurs, abilities and challenges. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 100089. https://doi.org/10.1016/j.tbench.2023.100089
  • Huh, S. (2023). Are ChatGPT's knowledge and interpretation ability comparable to those of medical students in Korea for taking a parasitology examination? A descriptive study. Journal of Educational Evaluation for Health Professions, 20, 1. https://doi.org/10.3352%2Fjeehp.2023.20.1
  • Iqbal, N., Ahmed, H. & Azhar, K. (2022). Exploring teachers' attitudes towards using ChatGPT. GJMAS (Global Journal for Management and Administrative Sciences), 97-111. Erişim Adresi: https://www.researchgate.net/profile/Kaukab-Azhar/publication/368836802_Exploring_Teachers'_Attitudes_towards_Using_Chat_GPT/links/63fca4540d98a97717c14d9a/Exploring-Teachers-Attitudes-towards-Using-Chat-GPT.pdf
  • Jiao, W., Wang, W. X., Huang, J. T., Wang, X., & Tu, Z. P. (2023). Is ChatGPT a good translator? Yes with GPT-4 as the engine. Erişim Adresi: arXiv preprint arXiv:2301.08745.
  • Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & 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
  • Kok, J. N., Boers, E. J., Kosters, W. A., Van der Putten, P., & Poel, M. (2009). Artificial intelligence: definition, trends, techniques, and cases. Artificial Intelligence, 1, 270-299.
  • Kolade, O., Owoseni, A., & Egbetokun, A. (2024). Is AI changing learning and assessment as we know it Evidence from a ChatGPT experiment and a conceptual framework. Heliyon, e25953. https://doi.org/10.1016/j.heliyon.2024.e25953
  • 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. Education and Information Technologies, 1-34. Erişim Adresi: arXiv preprint arXiv:2305.02201.
  • Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410. https://doi.org/10.3390/educsci13040410
  • Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: how may AI and GPT impact academia and libraries? Library Hi Tech News, 40(3), 26-29.
  • Mhlanga, D. (2023). Open AI in education, the responsible and ethical use of ChatGPT: Towards lifelong learning. https://doi.org/10.2139/ssrn.4354422
  • Mollick, E. R., & Mollick, L. (2022). New modes of learning enabled by AI chatbots: Three methods and assignments. Available at SSRN 4300783.
  • Ng, D. T. K., Leung, J. K. L., Chu, K. W. S., & Qiao, M. S. (2021). AI literacy: Definition, teaching, evaluation and ethical issues. Proceedings of the Association for Information Science and Technology, 58(1), 504-509. Patel, S. B., & Lam, K. (2023). ChatGPT the future of discharge summaries. The Lancet Digital Health, 5(3), 107-108. https://doi.org/10.1016/S2589-7500(23)00021-3
  • Pedró, F. (2020). Applications of Artificial Intelligence to higher education possibilities, evidence, and challenges. IUL Research, 1(1), 61-76.
  • Roose, K. (2023). The brilliance and weirdness of ChatGPT. New York Times. Erişim Adresi: https://bpb-us-w2.wpmucdn.com/hawksites.newpaltz.edu/dist/7/800/files/2023/02/The_ Brilliance_And_Weirdness_O.pdf 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). https://doi.org/10.37074/jalt.2023.6.1.9
  • Samoili, S., López Cobo, M., Gómez, E., De Prato, G., Martínez-Plumed, F., & Delipetrev, B. (2020). AI watch: Defining artificial intelligence. Towards an operational definition and taxonomy of artificial intelligence. Erişim Adresi: https://eprints.ugd.edu.mk/28047/1/3.%20jrc118163_ai_watch._defining_artificial_intelligence_1.pdf
  • Szabo, A. (2023). ChatGPT is a breakthrough in science and education but fails a test in sports and exercise psychology. Baltic Journal of Sport and Health Sciences, 1(128), 25-40. https://doi.org/10.33607/bjshs.v1i128.1341
  • Schuett, J. (2023). Defining the scope of AI regulations. Law, Innovation and Technology, 15(1), 60-82.
  • Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x
  • van Dis, E. A., Bollen, J., Zuidema, W., van Rooij, R., & Bockting, C. L. (2023). ChatGPT: five priorities for research. Nature, 614(7947), 224-226.
  • Vázquez-Cano, E., Ramírez-Hurtado, J. M., Sáez-López, J. M., & López-Meneses, E. (2023). ChatGPT The brightest student in the class. Thinking Skills and Creativity, 49, 101380 https://doi.org/10.1016/j.tsc.2023.101380 Wang, P. (2008). What Do You Mean by " AI"? AGI,171, 362-373.
  • Zhuo, T. Y., Huang, Y., Chen, C., & Xing, Z. (2023). Exploring AI ethics of ChatGPT: A diagnostic analysis. https://doi.org/10.48550/arXiv.2301.12867
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Öğretim Teknolojileri
Bölüm Makaleler
Yazarlar

Çağla Murtezaoğlu 0000-0003-1705-5668

Zehra Nesrin Birol 0000-0001-8545-085X

Yayımlanma Tarihi 27 Mart 2025
Gönderilme Tarihi 30 Mayıs 2024
Kabul Tarihi 21 Şubat 2025
Yayımlandığı Sayı Yıl 2025 Sayı: 63

Kaynak Göster

APA Murtezaoğlu, Ç., & Birol, Z. N. (2025). Eğitimde ChatGPT Kullanımı: Faydalar, Endişeler ve Öneriler. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(63), 267-281. https://doi.org/10.53444/deubefd.1492855