ChatGPT: Artificial intelligence as a tool supporting the development of STEM skills in student learning processes
DOI:
https://doi.org/10.32870/recibe.v12i1.291Keywords:
Chatbots, ChatGPT, STEM education, Artificial intelligenceAbstract
The implementation of chatbots like ChatGPT in STEM education presents both benefits and challenges. These tools enable students to develop technological and problem-solving skills, as well as enhance communication and receive personalized feedback. This article will examine the potential of integrating chatbots in STEM education and explore the benefits they offer, such as promoting interactive and personalized learning, fostering technology and communication skills, and improving task correction efficiency. We will also discuss the challenges that teachers face when implementing this technology, including lack of technical knowledge, the need for specialized training, and ethical and privacy concerns. We will provide recommendations for overcoming these challenges, such as providing adequate teacher training, selecting appropriate tools, and establishing clear data protection policies. In conclusion, we aim to highlight the importance of proper implementation of chatbots in education to maximize their benefits and prepare students for a technology-driven future.References
Arana, C. (2021). Inteligencia Artificial Aplicada a la Educación: Logros, Tendencias y Perspectivas. INNOVA UNTREF. Revista Argentina de Ciencia y Tecnología.
Berggren, A. & Söderström, T. (2021). Virtual assistants in higher education - from research to practice. Education and Information Technologies, 26(3), 2865-2883.
Blikstein, P. (2018). Artificial intelligence in education promises and implications for teaching and learning. Journal of Educational Technology Development and Exchange (JETDE), 11(1), 1-14.
Brown, T., Mann, B., Ryder, N., Subbiah, M., Kaplan, J. D., Dhariwal, P., ... & Amodei, D. (2020). Language models are few-shot learners. Advances in neural information processing systems, 33, 1877-1901.
Deng, H., Chen, X., Jozefowicz, R., Lau, J. H., Shazeer, N., & Smith, N. A. (2021). GPT-2 1.5B Release. OpenAI Blog.
Deng, X., & Yu, Z. (2023). A meta-analysis and systematic review of the effect of chatbot technology use in sustainable education. Sustainability, 15(4), 2940.
Ding, X., et al. (2021). An Intelligent Tutoring System with Chatbot: Effects on Student Learning, Engagement, and Satisfaction. IEEE Transactions on Learning Technologies, 14(2), 212-223.
Domingos, P. (2015). The Master Algorithm: How the Quest for the Ultimate Learning Machine Will Remake Our World. Basic Books.
Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Baah, P. K. (2022). The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education. International Journal of Educational Technology in Higher Education, 19(1), 1-19.
Goodfellow, I., Bengio, Y., & Courville, A. (2016). Deep Learning. MIT Press.
Hargreaves, A. (2018). The fourth way of digital technology and the (in) human future of teaching. European Educational Research Journal, 17(1), 13-28.
Hwang, G.-J., & Chang, C.-Y. (2021). A review of opportunities and challenges of chatbots in education. Interactive Learning Environments. Advance online publication.
Jang, S., Kim, S., & Kang, S. (2021). Development of Interactive Educational Contents Based on Deep Learning Generative Models. IEEE Access, 9, 133675-133686.
Johnson, R., Williams, K., & Lee, S. (2020). Artificial Intelligence as a Virtual Tutor: Current Trends and Future Directions. Educational Technology Review, 28(4), 567-584.
Martín-Romo, R. (2020). The use of Artificial Intelligence in Education: Challenges and Opportunities. International Journal of Educational Technology in Higher Education, 17(1), 1-9.
Mayer, R. E. (1992). Thinking, problem solving, cognition. WH Freeman/Times Books/Henry Holt & Co.
National Research Council. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. National Academies Press.
National Science Foundation. (2020). STEM Education of future. Recuperado de https://www.nsf.gov/edu/Materials/STEM%20Education%20for%20the%20Future%20-%202020%20Visioning%20Report.pdf
Ocaña-Fernández, Y., Valenzuela-Fernández, L. A., & Garro-Aburto, L. L. (2019). Inteligencia artificial y sus implicaciones en la educación superior. Propósitos y representaciones, 7(2), 536-568.
Perkins, D. (2019). Artificial Intelligence and the Future of Education. Educational Researcher, 48(4), 216-222.
Perkins, D. (2019). The ethics of AI in education: Mapping the debate. Education Sciences, 9(1), 35.
Picciano, A. G. (2019). Artificial intelligence and machine learning in education. In S. B. Merriam & R. S. Courtenay (Eds.), The Jossey-Bass handbook of innovative higher education (pp. 307-323). John Wiley & Sons.
ProFuturo y OEI. (2023). El futuro de la Inteligencia Artificial en educación en América Latina.
Russell, S. J., & Norvig, P. (2010). Artificial Intelligence: A Modern Approach (Third Edition). Pearson.
Sekeroglu, B., Dimililer, K., & Tuncal, K. (2019). La Inteligencia Artificial en Educación: aplicación en la evaluación del desempeño del alumno. Dilemas contemporáneos: Educación, Política y Valores.
Smith, A. (2019). Artificial Intelligence in Education: Promises and Implications. Journal of Educational Technology, 43(2), 356-371.
United Nations Educational, Scientific and Cultural Organization. (2017). STEM Education for Sustainable Development: A Learning Module. Recuperado de https://unesdoc.unesco.org/ark:/48223/pf0000247453
United Nations Educational, Scientific and Cultural Organization. (2020). Artificial intelligence and education: Challenges and opportunities for sustainable development. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373821
Velikova, E., Mierlus-Mazilu, I., Vasileva-Ivanova, R., & Georgieva, D. (2018). About the stem Education. Proceedings of University of Ruse, 57, 10-14.
