Roles and research trends of ChatGPT-based learning: A bibliometric analysis and systematic review.
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| Title: | Roles and research trends of ChatGPT-based learning: A bibliometric analysis and systematic review. |
|---|---|
| Authors: | Ching-Yi Chang1 frinng.cyc@gmail.com, I-Hui Chen1 ichen4@tmu.edu.tw, Kai-Yu Tang2,3 kytang@dragon.nchu.edu.tw |
| Source: | Educational Technology & Society. Oct2024, Vol. 27 Issue 4, p471-486. 16p. |
| Subject Terms: | *Bibliometrics, *Artificial intelligence, *Learning strategies, ChatGPT, CINAHL database |
| Abstract: | This study analyzed the trends in ChatGPT-based learning research through a systematic review with bibliometric analysis. Based on the PRISMA guidelines, relevant articles were identified by searching several reputable sources (i.e., Embase, Scopus, PubMed, CINAHL, and WoS), and a total of 50 empirical articles that met the selection criteria were included. The results are twofold: (1) Bibliometric attributes of the research were identified. First, we found that authors from China, the United States, Australia, and Saudi Arabia are the most productive contributors to the field. Second, over 64% of the analyzed research was published in educational technology journals (e.g., EIT, AJET, ILE). (2) The systematic review identified key learning features of the research. Most research focused on non-specific learning, and subjects related to English learning in ChatGPT use were the second most frequently researched topic. The third most frequently researched subject is related to STEAM courses, in which most research employed ChatGPT-based assistant learning as an instructional design in the course. The role of ChatGPT-based learning in education involves domain experts, teachers/tutors, administrators, and learning tools. Regarding the educational context of the research, the participants were mainly in higher education settings, including undergraduate and graduate students. Based on the results, we concluded that research on ChatGPT-based learning in education is still in its early stages, with limited empirical studies addressing effective instructional design and learning strategies. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180051005 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Roles and research trends of ChatGPT-based learning: A bibliometric analysis and systematic review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ching-Yi+Chang%22">Ching-Yi Chang</searchLink><relatesTo>1</relatesTo><i> frinng.cyc@gmail.com</i><br /><searchLink fieldCode="AR" term="%22I-Hui+Chen%22">I-Hui Chen</searchLink><relatesTo>1</relatesTo><i> ichen4@tmu.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Kai-Yu+Tang%22">Kai-Yu Tang</searchLink><relatesTo>2,3</relatesTo><i> kytang@dragon.nchu.edu.tw</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+%26+Society%22">Educational Technology & Society</searchLink>. Oct2024, Vol. 27 Issue 4, p471-486. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink><br />*<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22ChatGPT%22">ChatGPT</searchLink><br /><searchLink fieldCode="DE" term="%22CINAHL+database%22">CINAHL database</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study analyzed the trends in ChatGPT-based learning research through a systematic review with bibliometric analysis. Based on the PRISMA guidelines, relevant articles were identified by searching several reputable sources (i.e., Embase, Scopus, PubMed, CINAHL, and WoS), and a total of 50 empirical articles that met the selection criteria were included. The results are twofold: (1) Bibliometric attributes of the research were identified. First, we found that authors from China, the United States, Australia, and Saudi Arabia are the most productive contributors to the field. Second, over 64% of the analyzed research was published in educational technology journals (e.g., EIT, AJET, ILE). (2) The systematic review identified key learning features of the research. Most research focused on non-specific learning, and subjects related to English learning in ChatGPT use were the second most frequently researched topic. The third most frequently researched subject is related to STEAM courses, in which most research employed ChatGPT-based assistant learning as an instructional design in the course. The role of ChatGPT-based learning in education involves domain experts, teachers/tutors, administrators, and learning tools. Regarding the educational context of the research, the participants were mainly in higher education settings, including undergraduate and graduate students. Based on the results, we concluded that research on ChatGPT-based learning in education is still in its early stages, with limited empirical studies addressing effective instructional design and learning strategies. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180051005 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30191/ETS.202410_27(4).TP03 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 471 Subjects: – SubjectFull: Bibliometrics Type: general – SubjectFull: Artificial intelligence Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: ChatGPT Type: general – SubjectFull: CINAHL database Type: general Titles: – TitleFull: Roles and research trends of ChatGPT-based learning: A bibliometric analysis and systematic review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ching-Yi Chang – PersonEntity: Name: NameFull: I-Hui Chen – PersonEntity: Name: NameFull: Kai-Yu Tang IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 11763647 Numbering: – Type: volume Value: 27 – Type: issue Value: 4 Titles: – TitleFull: Educational Technology & Society Type: main |
| ResultId | 1 |
