Citations
Use of ChatGPT as a tool in classrooms.
Uso de ChatGPT como herramienta en las aulas de clase
Open | Download
Section
Articles
How to Cite
Use of ChatGPT as a tool in classrooms. (2023). Revista EIA, 20(40), 4020 pp. 1-23. https://doi.org/10.24050/reia.v20i40.1708
Dimensions
license
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright statement
The authors exclusively assign to the Universidad EIA, with the power to assign to third parties, all the exploitation rights that derive from the works that are accepted for publication in the Revista EIA, as well as in any product derived from it and, in in particular, those of reproduction, distribution, public communication (including interactive making available) and transformation (including adaptation, modification and, where appropriate, translation), for all types of exploitation (by way of example and not limitation : in paper, electronic, online, computer or audiovisual format, as well as in any other format, even for promotional or advertising purposes and / or for the production of derivative products), for a worldwide territorial scope and for the entire duration of the rights provided for in the current published text of the Intellectual Property Law. This assignment will be made by the authors without the right to any type of remuneration or compensation.
Consequently, the author may not publish or disseminate the works that are selected for publication in the Revista EIA, neither totally nor partially, nor authorize their publication to third parties, without the prior express authorization, requested and granted in writing, from the Univeridad EIA.
Show authors biography
Since its first applications, artificial intelligence has presented a vertiginous development, manifesting applications in multiple academic and business fields. In this article we will explore the risks to which the academic community, and especially students, are exposed to the growing wave of artificial intelligent systems, which have materialized through the use of both students and teachers. We will discuss how, through the bad behavior that the models currently present, the problems of interaction with these tools arise, supporting our hypothesis by means of an interaction that was carried out with one of the most popular existing programs among the student community: ChatGPT. This work concludes with the suggestion of three strategies that could be considered when implementing systems powered by artificial intelligence in classrooms, which seek to mitigate the risks presented throughout this paper, so that the pedagogical work of the teacher is optimized, while enhancing the learning process by students.
Article visits 3962 | PDF visits 2245
Downloads
Download data is not yet available.
- Anderson, J. R., Boyle, C. F., & Reiser, B. J. (1985). Intelligent tutoring systems. Science, 228(4698), 456-462.
- Brown, J. S., & Burton, R. R. (1978). Diagnostic models for procedural bugs in basic mathematical skills. Cognitive science, 2(2), 155-192.
- Bubeck, S., Chandrasekaran, V., Eldan, R., Gehrke, J., Horvitz, E., Kamar E., Lee, P., Lee, Y. Tat., Li, Y., Lundberg, Nori, H., Plangi, H., Ribeiro M. T., & Zhang, Y. (2023). Sparks of artificial general intelligence: Early experiments with GPT-4. arXiv preprint arXiv:2303.12712.
- Buolamwini, J., & Gebru, T. (2018). Gender shades: Intersectional accuracy disparities in commercial gender classification. In Conference on Fairness, Accountability and Transparency.
- Chernoff, P. R. (1992). A simple proof of Tychonoff’s theorem via nets. The American mathematical monthly, 99(10), 932-934.
- Eitelman, S. M. (2006). Computer tutoring for programming education. In Proceedings of the 44th annual Southeast regional conference (pp. 607-610).
- Furstenberg, H. (1955). On the infinitude of primes. Amer. Math. Monthly, 62(5), 353.
- Furstenberg, H. (1977). Ergodic behavior of diagonal measures and a theorem of Szemerédi on arithmetic progressions. Journal d’Analyse Mathématique, 31(1), 204-256.
- Haimson, O. L., & Hayes, G. R. (2021). Chatbot gender and mental health support: Experimental design and user perceptions. Journal of Medical Internet Research, 23(4), e25126.
- Ikka, T. (2018). The impact of artificial intelligence on learning, teaching, and education. European Union.
- El Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado. (2023, marzo 6). ChatGPT: ¿un riesgo o una oportunidad para el sector educativo? Recuperado de https://code.intef.es/noticias/chatgpt-un-riesgo-o-una-oportunidad-para-el-sector-educativo/
- Jamil, F., & Dara, R. A. (2020). Cyber harassment: Exploring the role of social media platforms and users’ responses. Telematics and Informatics, 47, 101349.
- McCarthy, J., Minsky, M. L., Rochester, N., & Shannon, C. E. (2006). A proposal for the Dartmouth summer research project on artificial intelligence, August 31, 1955. AI magazine, 27(4), 12-12.
- Petropoulos, G. (2022, febrero 2). The dark side of artificial intelligence: manipulation of human behaviour. Bruegel Blog.
- Raikar S. Pai. (2023, marzo 7). Bombe. Encyclopedia Britannica. Recuperado de https://www.britannica.com/topic/Bombe
- Richardson, R., Schultz, J. M., & Crawford, K. (2019). Dirty data, bad predictions: How civil rights violations impact police data, predictive policing systems, and justice. NYUL Rev. Online, 94, 15.
- Sabzalieva, E., & Valentini, A. (2023). ChatGPT e inteligencia artificial en la educación superior: Guía de inicio rápido. UNESCO.
- Sarrazola-Alzate A. (2023). Demostrando que existen infinitos números primos con ChatGPT. En curso de redacción.
- Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International journal of educational technology in higher education, 18, 1-23.
- Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning and Teaching, 6(1).
- Turing, A. M. (1950). Computing Machinery and Intelligence. Mind, Volume LIX, Issue 236.
- Wardat, Y., Tashtoush, M. A., Alali, R., & Jarrah, A. M. (2023). ChatGPT: A revolutionary tool for teaching and learning mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2286.
- Wilcox, J. E. (2001). Solving the Enigma: History of the Cryptanalytic Bombe. Center for Cryptologic History, National Security Agency.
- Wolfram, S. (2023). ChatGPT Gets Its ’Wolfram Superpowers’! Recuperado de https://writings.stephenwolfram.com/2023/03/chatgpt-gets-its-wolfram-superpowers/
- Zhai, X. (2021). Practices and theories: How can machine learning assist in innovative assessment practices in science education. Journal of Science Education and Technology, 30(2), 139-149.
- Zhang, R., Duerksen-Hughes, P. J., & Li, Y. (2018). Gender bias in speech recognition: A review. IEEE Transactions on Human-Machine Systems, 48(2), 111-122.
- Zhang, Y., & Chen, Y. (2021). Automated translation, plagiarism, and academic writing: A survey of Chinese undergraduates. Journal of English for Academic Purposes, 51, 100995
