| Abstrakt: |
Based on the most recent available data, ChatGPT has amassed a substantial user base of approximately 180.5 million since its public release in November 2022. This widespread adoption has prompted concerns among educators regarding its seamless integration into teaching and learning processes. The capacity of ChatGPT to rapidly generate highly pertinent content has generated significant interest and discussions in the educational sphere especially at a higher level. Although a substantial body of research exists in this field, there is a notable gap in the literature regarding comprehensive review articles focusing on specific subtopics, such as the application of ChatGPT and its impact on higher-level teaching, learning and research. To date, no thorough examination has been conducted to synthesise and critically analyse the existing studies in this particular domain. To address this, we conducted a systematic review of research articles following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, utilising databases such as Scopus, IEEE Xplore and ScienceDirect. Among the 106 initially identified studies, only 25 articles met our inclusion criteria. The results presented shed light on how ChatGPT can prove effective in teaching, learning and research. The review also brought to light a lot of issues, such as plagiarism, manipulation, cheating and ChatGPT's trustworthiness. Our findings also underscore the limitations in the use of ChatGPT and emphasise the ethical considerations involved. Furthermore, this review illuminates potential avenues for future studies and also presents a critical assessment, paving the way for improvements in the field. [ABSTRACT FROM AUTHOR] |
