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Education Sciences
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ChatGPT as Educative and Pedagogical Tool: Perspectives and Prospects
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ChatGPT as Educative and Pedagogical Tool: Perspectives and Prospects

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: 15 August 2025 | Viewed by 6491

Special Issue Editors

Prof. Dr. Myint Swe Khine

E-Mail Website
Guest Editor
Faculty of Humanities, School of Education, Curtin University, Perth, WA 6845, Australia
Interests: learning environments; science of learning; instructional psychology and technology; cognitive psychology; teacher education; assessment and evaluation; quantitative research methods; science education
Special Issues, Collections and Topics in MDPI journals
Dr. Ernest Afari

E-Mail Website
Guest Editor
Department of Mathematics, Science & ICT Education, Bahrain Teachers College, University of Bahrain, Zallaq, Bahrain
Interests: teaching and learning; STEM education; mathematics education; education research; science education; structural equation modelling; ICT in education learning

Special Issue Information

Dear Colleagues,

The recent introduction of the artificial intelligence language model, ChatGPT, has led to its initial capabilities garnering major attention in educational enterprises. In some ways, the development of ChatGPT can be seen as similar to the invention of the typewriter and the microcomputer, as it represents a significant technological advancement that has the potential to transform the way we work, study, educate, and communicate. While there are potential benefits, risks and challenges must be explored. If the technology is not properly harnessed and adequately embraced, negative consequences may occur. Ethical issues and misuse could overshadow successful applications. Despite its infancy, scholars and educators have been actively observing and closely watching the phenomenon.

The objective of this Special Issue is to provide a current overview of the significant impact of ChatGPT as a tool for teaching and learning and explore the opportunities it presents for educators and students to expand their cognitive abilities.

Suggested themes include:

  • Potentials of ChatGPT;
  • Ethical issues and misuse of ChatGPT;
  • Co-existing with ChatGPT.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • Using ChatGPT in teaching and learning;
  • Implications for teachers;
  • How ChatGPT will change the educational landscape;
  • Adaptations to the use of ChatGPT;
  • Ethical issues and misuse;
  • Transforming education with ChatGPT;
  • Affordances of ChatGPT;
  • Immersive learning with ChatGPT;
  • Promises and perils of ChatGPT;
  • Students’ perspectives of ChatGPT;
  • Teachers’ perspectives of ChatGPT;
  • ChatGPT and assessment. 

We look forward to receiving your contributions.

Prof. Dr. Myint Swe Khine
Dr. Ernest Afari
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • ChatGPT
  • artificial intelligence
  • chatbot
  • teaching and learning
  • assessment
  • immersive learning
  • collaboration

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Published Papers (2 papers)

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Research

21 pages, 850 KiB  
Article
Re-Evaluating Components of Classical Educational Theories in AI-Enhanced Learning: An Empirical Study on Student Engagement
by László Bognár, György Ágoston, Anetta Bacsa-Bán, Tibor Fauszt, Gyula Gubán, Antal Joós, Levente Zsolt Juhász, Edina Kocsó, Endre Kovács, Edit Maczó, Anita Irén Mihálovicsné Kollár and Györgyi Strauber
Educ. Sci. 2024, 14(9), 974; https://doi.org/10.3390/educsci14090974 - 3 Sep 2024
Viewed by 2550
Abstract
The primary goal of this research was to empirically identify and validate the factors influencing student engagement in a learning environment where AI-based chat tools, such as ChatGPT or other large language models (LLMs), are intensively integrated into the curriculum and teaching–learning process. [...] Read more.
The primary goal of this research was to empirically identify and validate the factors influencing student engagement in a learning environment where AI-based chat tools, such as ChatGPT or other large language models (LLMs), are intensively integrated into the curriculum and teaching–learning process. Traditional educational theories provide a robust framework for understanding diverse dimensions of student engagement, but the integration of AI-based tools offers new personalized learning experiences, immediate feedback, and resource accessibility that necessitate a contemporary exploration of these foundational concepts. Exploratory Factor Analysis (EFA) was utilized to uncover the underlying factor structure within a large set of variables, and Confirmatory Factor Analysis (CFA) was employed to verify the factor structure identified by EFA. Four new factors have been identified: “Academic Self-Efficacy and Preparedness”, “Autonomy and Resource Utilization”, “Interest and Engagement”, and “Self-Regulation and Goal Setting.” Based on these factors, a new engagement measuring scale has been developed to comprehensively assess student engagement in AI-enhanced learning environments. Full article
(This article belongs to the Special Issue ChatGPT as Educative and Pedagogical Tool: Perspectives and Prospects)
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21 pages, 4893 KiB  
Article
Development and Evaluation of a Custom GPT for the Assessment of Students’ Designs in a Typography Course
by Miada Almasre
Educ. Sci. 2024, 14(2), 148; https://doi.org/10.3390/educsci14020148 - 31 Jan 2024
Cited by 3 | Viewed by 2754
Abstract
The recent advancements in the fields of AI technology, generative AI, and Large Language Models (LLMs) have increased the potential of the deployment of such tools in educational environments, especially in contexts where student assessment fairness, quality, and automation are a priority. This [...] Read more.
The recent advancements in the fields of AI technology, generative AI, and Large Language Models (LLMs) have increased the potential of the deployment of such tools in educational environments, especially in contexts where student assessment fairness, quality, and automation are a priority. This study introduces an AI-enhanced evaluation tool that utilizes OpenAI’s GPT-4 and the recently released custom GPT feature to evaluate the typography designs of 25 students enrolled in the Visual Media diploma offered by King Abdulaziz University. A mixed methods approach is adopted to evaluate the performance of this tool against the rubric-based evaluations offered by two human evaluators, considering both grading and text feedback. The results indicate that there are statistically significant differences between the AI tool’s grading and feedback when compared to that of Evaluator 2; however, none is reported with Evaluator 1. The study presents a qualitative interpretation of the comprehensive feedback by the evaluator and reflects in further research in this area. Full article
(This article belongs to the Special Issue ChatGPT as Educative and Pedagogical Tool: Perspectives and Prospects)
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