Students’ use of large language models in engineering education: A case study on technology acceptance, perceptions, efficacy, and detection chances

Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning

“…They can take the roles of content providers (Abd-alrazaq et al, 2023;Jeon & Lee, 2023;Sarsa et al, 2022), temporary interlocutors, teaching assistants, and evaluators (Jeon & Lee, 2023). They can assist with writing tasks of both teachers and learners (Bernabei et al, 2023), regarding not only content creation, but also basic information retrieval (Zhu et al, 2023) and literature review (Abd-alrazaq et al, 2023).…”

“…LLMs can further assist teachers in orchestrating a continuously growing plethora of teaching resources, making the teachers' resources (bound to developing and revising learning material in earlier times) more available for designing creative, wellorganized, and engaging lessons (Jeon & Lee, 2023). They enable personalized learning (Abd-alrazaq et al, 2023;Sallam, 2023) and may benefit learners' understanding of topics (Bernabei et al, 2023;Sarsa et al, 2022;Zhu et al, 2023). If used carefully, they can enhance critical thinking and problem-based learning (Bernabei et al, 2023;Sallam, 2023;Shue et al, 2023), emphasize the role the role of students as active investigators, and raise ethical awareness regarding the use of AI (Jeon & Lee, 2023).…”

“…Large language models (LLMs) and their recently increased accessibility via chatbots like ChatGPT (OpenAI, 2023), Bard (Google, 2023), or Bing Chat (Microsoft, 2023) provide both new opportunities and challenges for education. On the one hand, they legitimately promise effective ways to assist with many tasks involved in both teaching and learning (Bernabei et al, 2023;Kohnke et al, 2023), to provide scalable, personalized learning material (Abd-alrazaq et al, 2023;Sallam, 2023), Extended author information available on the last page of the article and thus easy and scalable opportunities for exercise (Kasneci et al, 2023). On the other hand, they come with the educational challenge to avoid becoming overly or naïvely reliant on their support (Abd-alrazaq et al, 2023;Bernabei et al, 2023;Kasneci et al, 2023;Kohnke et al, 2023;Shue et al, 2023;Zhu et al, 2023), and thus to prevent inadvertently adopting inherent biases (Abd-alrazaq et al, 2023;Bernabei et al, 2023;Dwivedi et al, 2023;Kasneci et al, 2023;Zhu et al, 2023) or losing out on opportunities for reflection and practice for developing domain expertise and judgment competence (Dwivedi et al, 2023;Krügel et al, 2023).…”

“…On the one hand, they legitimately promise effective ways to assist with many tasks involved in both teaching and learning (Bernabei et al, 2023;Kohnke et al, 2023), to provide scalable, personalized learning material (Abd-alrazaq et al, 2023;Sallam, 2023), Extended author information available on the last page of the article and thus easy and scalable opportunities for exercise (Kasneci et al, 2023). On the other hand, they come with the educational challenge to avoid becoming overly or naïvely reliant on their support (Abd-alrazaq et al, 2023;Bernabei et al, 2023;Kasneci et al, 2023;Kohnke et al, 2023;Shue et al, 2023;Zhu et al, 2023), and thus to prevent inadvertently adopting inherent biases (Abd-alrazaq et al, 2023;Bernabei et al, 2023;Dwivedi et al, 2023;Kasneci et al, 2023;Zhu et al, 2023) or losing out on opportunities for reflection and practice for developing domain expertise and judgment competence (Dwivedi et al, 2023;Krügel et al, 2023). These are, however, especially needed for the responsible use of present LLMs, because, due to their inherent random mechanisms utilized during text generation (Wolfram, 2023), mistakes or fabricated information cannot be entirely ruled out.…”

Examining students’ intention to use ChatGPT: Does trust matter?

“…Although a substantial number of studies have been conducted to investigate the role of chatbots in education (e.g., Al-Sharafi et al, 2022;Rudolph et al, 2023), there is still a lack of empirical examination on the acceptance of a specific chatbot like ChatGPT (Bernabei et al, 2023;Bin-Nashwan et al, 2023;Choudhury & Shamszare, 2023). This argument could be further strengthened by Figure 1 Even though many studies are available based on relevant technologies, such as virtual reality and cloud computing (Sestino & D'Angelo, 2023), the adoption of new technologies might vary across technologies and cultures (Ashraf et al, 2019).…”