Aug 2026· Journal of Technology and Science Education· 0 citations· 37 references
TL;DR
ChatGPT is prominent in terms of the resources available for learning and teaching, as well as the benefits that teachers and students find in its application, awareness of the risks and challenges they face in education in order to make appropriate use of large language models (LLMs).
Abstract
Artificial Intelligence (AI) in education has undergone significant developments in recent years. Tools like ChatGPT are currently used in educational contexts, either as an assistant to teachers generating didactic material, or as a virtual tutor for students, to answer questions and facilitate collaboration. The purpose of this paper is to investigate the benefits and risks of the use of AIs based on the opinion of conversational AI chatbots themselves. Three interviews were held with conversational AIs: ChatGPT, Google Gemini and LLaMA. Twenty categories were identified from the four dimensions developed in the interviews, with 713 citations in total. The Learning Resources, Advantages and Learning Benefits categories stand out. ChatGPT is prominent in terms of the resources available for learning and teaching, as well as the benefits that teachers and students find in its application, awareness of the risks and challenges they face in education in order to make appropriate use of large language models (LLMs). On the other hand, Gemini stands out in identifying the use and strategies of appropriate use and the ethical considerations that educational agents must consider regarding the use of AI in education. Finally, LLaMA response stands out for the resources, benefits, advantages and challenges for learning. In conclusion, the responses generated by the models indicate the possibilities of their use in education and the risks and challenges faced in this field. Therefore, conversational AIs have great potential and impact in education, but it must be up to teachers and students to promote ethical and appropriate use for the experience to be positive and beneficial in education.
With the rapid advancement of Artificial Intelligence (AI) and business process automation, chatbot systems became essential tools for organizations seeking to enhance customer experience and improve communication efficiency. This technology is increasingly being used for educational purposes. The recent advances in artificial intelligence (AI) and particularly natural language processing (NLP) and understanding (NLU) make it possible to reinforce and widespread the adoption of AI chatbots in education not only to help students in their administrative affairs or in academic advising but also in assisting them and monitoring their performance during their learning experience. This paper presents a review of the different methods and tools devoted to the design of chatbots with an emphasis on their use and challenges in the education field. Additionally, this paper focuses on language-related challenges and obstacles that hinder the implementation of English, Arabic, and other languages of chatbots. However, the research aimed to design and develop an intelligent automated response system that operated through Facebook Messenger, enabling real-time interaction with users by providing instant, structured answers to student’s common inquiries. The project employed automation tools such as ManyChat and Meta Business Suite to streamline communication, reduce manual intervention, and increase overall operational efficiency.
Anas A. Nicola· American Journal of Applied...· 0 citations
The emergence of Artificial Intelligence (AI) has had a profound impact on diverse sectors, including education. While the integration of technology into classrooms has been a constant for decades, both educators and students face new challenges due to the advent of NLP systems. Educators deal with analyzing and evaluating the originality of an essay. With the application of AI, students can answer theoretical questions and solve complex exercises, but grapple with the challenge of collaborating and engaging with a tool that relies on natural language instructions but can also provide outright incorrect responses. Our study aims to assess the effectiveness of ChatGPT in solving a case study with quantitative questions. We seek to compare the performance of students who use the tool with those who do not, from formulating instructions to validating or assessing the results. The data collected through pre-, and post-test questionnaires reveal consistently better results in students who did not use ChatGPT. However, the expectation of result accuracy and confidence in the outcomes obtained are similar in both groups. We suggest this to be interpreted as an effect that we call "Blind to Fraud" describing the situation in which students appear unaware of the likelihood of inaccuracy when using an AI-based NLP tool, which shows overconfidence in the results obtained. This can significantly impact learning outcomes and should be counterbalanced through critical thinking skills in education.
Emilio Velasco-Bartolomé, Sofía Ruiz-Campo· Revista Latinoamericana de T...· 0 citations
This mixed-methods study examines English as a Foreign Language (EFL) teachers’ perceptions of AI tools, focusing on usage practices, perceived opportunities, challenges, and professional development needs, and highlights a dual identity in teacher discourse.
Memidin Braha, Rezarta Ramadani· Open Research Europe· 0 citations
Artificial intelligence (AI)-powered chatbots and virtual assistants are increasingly used to support communication and language learning, yet concerns remain regarding overdependence, reduced human interaction, and responsible use. This study investigates students’ use and perceptions of AI tools for communication-skill development through a Connectivist perspective and examines whether prior experience with such tools influences learning outcomes. An anonymous survey of 1,456 college and university students was conducted, of whom 1,276 reported using AI for academic purposes. The analysis considered motivations for AI adoption, including convenience, time constraints, lack of confidence, limited topic familiarity, alternative perspectives, and grade attainment, alongside instructional strategies for integrating AI into communication training. Analysis of variance showed no statistically significant differences in communication-skill outcomes associated with prior use of virtual assistants (p = 0.209) or chatbots (p = 0.182). These findings suggest that AI-supported learning can provide accessible opportunities for developing vocabulary, grammar, speaking, writing, and related soft skills regardless of previous exposure. However, effective implementation requires a balanced, human-centered approach that combines AI-enabled feedback and personalized practice with classroom interaction, critical thinking, and ethical safeguards. The study provides practical guidance for integrating AI tools into communication education while mitigating risks related to dependency, privacy, and bias.
Unknown authors· Asian Journal of Interdiscip...· 0 citations
Structured human-computer interactions with higher education chatbots to explore whether these chatbots were programmed to provide financial counseling to college students found that many systems marked as AI chatbots fell short of adaptive, generative capabilities which are the essence of AI systems.
Richard Simonds, Z. Taylor, Sara Ray· Journal of Ethics and Emergi...· 0 citations
The paper concludes that ChatGPT should serve as a complementary educational tool rather than a replacement for educators, and proper institutional policies, AI literacy, and ethical guidelines are essential to maximize its educational benefits while minimizing associated risks.
Chethan Tr, D. N., Soumya et al.· International Journal for Re...· 0 citations
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