The scholarly footprint of ChatGPT: a bibliometric analysis of the early outbreak phase

Farhat, Faiza; Silva, Emmanuel Sirimal; Hassani, Hossein; Madsen, Dag Øivind; Sohail, Shahab Saquib; Himeur, Yassine; Alam, M. Afshar; Zafar, Aasim

doi:10.3389/frai.2023.1270749

Cited by 15 publications

(8 citation statements)

References 49 publications

(34 reference statements)

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“…Moreover, the analysis showed that the Journal of Applied Learning and Teaching (JALT), the International Journal of Information Management (IJIM), and the New England Journal of Medicine (NEJM) were the most cited journals, with the United States of America, Australia, China, and the United Kingdom being the leading countries in terms of authorship. The latter is consistent with the findings in previous studies [55][56][57][58][59][60].…”

Section: Discussionsupporting

confidence: 93%

A Systematic Review of Generative AI for Teaching and Learning Practice

Ogunleye,

Zakariyyah,

Ajao

et al. 2024

Education Sciences

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The use of generative artificial intelligence (GenAI) in academia is a subjective and hotly debated topic. Currently, there are no agreed guidelines towards the usage of GenAI systems in higher education (HE) and, thus, it is still unclear how to make effective use of the technology for teaching and learning practice. This paper provides an overview of the current state of research on GenAI for teaching and learning in HE. To this end, this study conducted a systematic review of relevant studies indexed by Scopus, using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. The search criteria revealed a total of 625 research papers, of which 355 met the final inclusion criteria. The findings from the review showed the current state and the future trends in documents, citations, document sources/authors, keywords, and co-authorship. The research gaps identified suggest that while some authors have looked at understanding the detection of AI-generated text, it may be beneficial to understand how GenAI can be incorporated into supporting the educational curriculum for assessments, teaching, and learning delivery. Furthermore, there is a need for additional interdisciplinary, multidimensional studies in HE through collaboration. This will strengthen the awareness and understanding of students, tutors, and other stakeholders, which will be instrumental in formulating guidelines, frameworks, and policies for GenAI usage.

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Section: Discussionsupporting

confidence: 93%

A Systematic Review of Generative AI for Teaching and Learning Practice

Ogunleye,

Zakariyyah,

Ajao

et al. 2024

Education Sciences

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“…There are many bibliometric studies in the area of using the ChatGPT tool. This issue has been addressed by Khosravi et al [11], Baber et al [12], Barrington et al [13], Zheltukhina et al [14], Farhat et al [15], Liu et al [6] and others. This article stands out in the field of bibliometric research due to its specific focus on ChatGPT in the social sciences.…”

Section: Introductionmentioning

confidence: 99%

Bibliometric Overview of ChatGPT: New Perspectives in Social Sciences

Oliński,

Krukowski,

Sieciński

2024

Publications

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This study delves into a bibliometric analysis of ChatGPT, an AI tool adept at analysing and generating text, highlighting its influence in the realm of social sciences. By harnessing data from the Scopus database, a total of 814 relevant publications were selected and scrutinised through VOSviewer, focusing on elements such as co-citations, keywords and international collaborations. The objective is to unearth prevailing trends and knowledge gaps in scholarly discourse regarding ChatGPT’s application in social sciences. Concentrating on articles from the year 2023, this analysis underscores the rapid evolution of this research domain, reflecting the ongoing digital transformation of society. This study presents a broad thematic picture of the analysed works, indicating a diversity of perspectives—from ethical and technological to sociological—regarding the implementation of ChatGPT in the fields of social sciences. This reveals an interest in various aspects of using ChatGPT, which may suggest a certain openness of the educational sector to adopting new technologies in the teaching process. These observations make a contribution to the field of social sciences, suggesting potential directions for future research, policy or practice, especially in less represented areas such as the socio-legal implications of AI, advocating for a multidisciplinary approach.

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“…As a result, it becomes crucial to review and update the bibliometric study's findings. According to Farhat et al, these updated studies can also provide insight into the dynamics and development of the scientific community and field that surround ChatGPT research [10]. More bibliometric analysis can assist in delineating the dynamic research terrain, pinpointing significant contributions, and comprehending the cooperative networks within this interdisciplinary domain.…”

Section: Introductionmentioning

confidence: 99%

Unveiling Insights: A Bibliometric Analysis of Artificial Intelligence in Teaching

Ivanova,

Grosseck,

Holotescu

2024

Informatics

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The penetration of intelligent applications in education is rapidly increasing, posing a number of questions of a different nature to the educational community. This paper is coming to analyze and outline the influence of artificial intelligence (AI) on teaching practice which is an essential problem considering its growing utilization and pervasion on a global scale. A bibliometric approach is applied to outdraw the “big picture” considering gathered bibliographic data from scientific databases Scopus and Web of Science. Data on relevant publications matching the query “artificial intelligence and teaching” over the past 5 years have been researched and processed through Biblioshiny in R environment in order to establish a descriptive structure of the scientific production, to determine the impact of scientific publications, to trace collaboration patterns and to identify key research areas and emerging trends. The results point out the growth in scientific production lately that is an indicator of increased interest in the investigated topic by researchers who mainly work in collaborative teams as some of them are from different countries and institutions. The identified key research areas include techniques used in educational applications, such as artificial intelligence, machine learning, and deep learning. Additionally, there is a focus on applicable technologies like ChatGPT, learning analytics, and virtual reality. The research also explores the context of application for these techniques and technologies in various educational settings, including teaching, higher education, active learning, e-learning, and online learning. Based on our findings, the trending research topics can be encapsulated by terms such as ChatGPT, chatbots, AI, generative AI, machine learning, emotion recognition, large language models, convolutional neural networks, and decision theory. These findings offer valuable insights into the current landscape of research interests in the field.

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The scholarly footprint of ChatGPT: a bibliometric analysis of the early outbreak phase

Cited by 15 publications

References 49 publications

A Systematic Review of Generative AI for Teaching and Learning Practice

A Systematic Review of Generative AI for Teaching and Learning Practice

Bibliometric Overview of ChatGPT: New Perspectives in Social Sciences

Unveiling Insights: A Bibliometric Analysis of Artificial Intelligence in Teaching

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