Students’ Acceptance of Learning Management Systems in Higher Education: A UAE Case Study

Allam, Hesham; Ahamed, Jinesh; Spiteri, Louise F.; Pandya, Bharti

doi:10.1109/itt56123.2022.9863969

Cited by 4 publications

(5 citation statements)

References 16 publications

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“…They underscore the potential advantages of deploying ChatGPT within education, including the facilitation of personalised and interactive learning experiences, streamlining administrative tasks through automation and enhancing the efficiency of data analysis (Grassini, 2023;De Oliveira Silva and dos Santos Janes, 2021). Nevertheless, these studies concurrently raise concerns regarding the possible erosion of critical analytical skills, the dissemination of misinformation, the reinforcement of biases and challenges to academic integrity (Grassini, 2023;De Oliveira Silva and dos Santos Janes, 2021;Allam et al, 2023;Li et al, 2023). The literature places a significant emphasis on the imperative for transparent AI-driven interactions, the cultivation of digital literacy among educational stakeholders and the ethical and responsible utilisation of AI within educational settings (De Oliveira Silva and dos Santos Janes, 2021; Allam et al, 2023;Li et al, 2023).…”

Section: Beginning Of Chatgptmentioning

confidence: 99%

“…Nevertheless, these studies concurrently raise concerns regarding the possible erosion of critical analytical skills, the dissemination of misinformation, the reinforcement of biases and challenges to academic integrity (Grassini, 2023;De Oliveira Silva and dos Santos Janes, 2021;Allam et al, 2023;Li et al, 2023). The literature places a significant emphasis on the imperative for transparent AI-driven interactions, the cultivation of digital literacy among educational stakeholders and the ethical and responsible utilisation of AI within educational settings (De Oliveira Silva and dos Santos Janes, 2021; Allam et al, 2023;Li et al, 2023). Moreover, the scholarly discourse underscores the necessity for collaborative efforts among relevant stakeholders and the formulation of strategies aimed at adapting the educational milieu to accommodate these transformative technologies (Allam et al, 2023;Li et al, 2023).…”

Section: Beginning Of Chatgptmentioning

confidence: 99%

“…The literature places a significant emphasis on the imperative for transparent AI-driven interactions, the cultivation of digital literacy among educational stakeholders and the ethical and responsible utilisation of AI within educational settings (De Oliveira Silva and dos Santos Janes, 2021; Allam et al, 2023;Li et al, 2023). Moreover, the scholarly discourse underscores the necessity for collaborative efforts among relevant stakeholders and the formulation of strategies aimed at adapting the educational milieu to accommodate these transformative technologies (Allam et al, 2023;Li et al, 2023). Between the right and wrong, there is one more story of ChatGPT being upfront about its own limitations.…”

Section: Beginning Of Chatgptmentioning

confidence: 99%

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The beginning of ChatGPT – a systematic and bibliometric review of the literature

Baber,

Nair,

Gupta

et al. 2023

ILS

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Purpose This paper aims to present a systematic literature review and bibliometric analysis of research papers published on chat generative pre-trained transformer (ChatGPT), an OpenAI-developed large-scale generative language model. The study’s objective is to provide a comprehensive assessment of the present status of research on ChatGPT and identify current trends and themes in the literature. Design/methodology/approach A total of 328 research article data was extracted from Scopus for bibliometric analysis, to investigate publishing trends, productive countries and keyword analysis around the topic and 34 relevant research publications were selected for an in-depth systematic literature review. Findings The findings indicate that ChatGPT research is still in its early stages, with the current emphasis on applications such as natural language processing and understanding, dialogue systems, speech processing and recognition, learning systems, chatbots and response generation. The USA is at the forefront of publishing on this topic and new keywords, e.g. “patient care”, “medical”, “higher education” and so on are emerging themes around the topic. Research limitations/implications These findings underscore the importance of ongoing research and development to address these limitations and ensure that ChatGPT is used responsibly and ethically. While systematic review research on ChatGPT heralds exciting opportunities, it also demands a careful understanding of its nuances to harness its potential effectively. Originality/value Overall, this study provides a valuable resource for researchers and practitioners interested in ChatGPT at this early stage and helps to identify the grey areas around this topic.

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Section: Beginning Of Chatgptmentioning

confidence: 99%

Section: Beginning Of Chatgptmentioning

confidence: 99%

Section: Beginning Of Chatgptmentioning

confidence: 99%

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The beginning of ChatGPT – a systematic and bibliometric review of the literature

Baber,

Nair,

Gupta

et al. 2023

ILS

View full text Add to dashboard Cite

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“…in different fields (Allam et al, 2023) were quickly recognized as a means of facilitating academic dishonesty and AI-assisted cheating (Bin-Nashwan et al, 2023;Cotton et al, 2024;Kocon et al, 2023;Oravec, 2023;Tlili et al, 2023). As a result, many universities have adopted rules and guidelines regarding the use of ChatGPT and GAI in general.…”

mentioning

confidence: 99%

“…This research should present an important baseline for further studies and the development of regulations regarding the use of ChatGPT in educational settings. Despite the abundance of research revealing the many possible affordances and perceptions of ChatGPT, it has been argued that more empirical research is needed to provide a better understanding of the patterns of the actual uses of ChatGPT and their effects on students (Allam et al, 2023;Kocon et al, 2023). Recently, studies have emerged that go beyond the identification of affordances to offer insights into students' motives for using ChatGPT and their experiences and satisfaction with it (Jishnu et al, 2023;Lee & Park, 2023;Soufan, 2023).…”

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confidence: 99%

Everyone Talks Everything With ChatGPT

Petrič

2024

International Journal of Technology and Human Interaction

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Research suggests that ChatGPT offers numerous affordances for students, who use it for various purposes, yet the field lacks quantitative studies that offer insight into a variety of students' actual uses of ChatGPT and their impact on academic performance. The main aims of this paper were (a) to introduce and validate a typology of students' ChatGPT uses, (b) to identify clusters of students with similar patterns of ChatGPT uses, and (c) to investigate the impact of ChatGPT uses on academic performance. An online survey research was conducted, which resulted in a typology of 10 distinct uses of ChatGPT and four distinct clusters of students. The strongest predictor of academic performance is information searching and explanation. Problematic use of ChatGPT, while resulting in improved grades, is found to be detrimental to competencies. Although the study might not fully represent the diversity of students' experiences across academic institutions, the typology offers a baseline for nuanced research and interventions pertaining to particular ChatGPT uses among students.

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