445

Indonesian Journal of Multidisciplinary Research 3(2) (2023) 445-452

Indonesian Journal of
Multidisciplinary Research
Journal homepage: http://ejournal.upi.edu/index.php/ IJOMR/

The Role of ChatGPT AI in Student Learning Experience

Anggia Viorennita*, Laksmi Dewi, Cepi Riyana

Universitas Pendidikan Indonesia, Bandung, Indonesia

*Correspondence: E-mail: anggiaviorennita@upi.edu

ABSTRACT ARTICLE INFO

Article History:
Artificial Intelligence (AI) has received significant attention in Submitted/Received 12 Mar 2023
First Revised 28 Apr 2023
the educational context, and one of the prominent forms of Accepted 26 Jul 2023
AI is ChatGPT (Generative Pre-trained Transformer). This First Available online 27 Jul 2023
study aims to conduct a literature review on the role of Publication Date 01 Sep 2023

ChatGPT AI in student learning experiences. This literature ____________________

Keyword:
review research focuses on the use of ChatGPT in supporting Artificial intelligence,
the learning process of students at various levels of ChatGPT,
education. The literature review method is used to collect, Education,
Learning experience,
evaluate, and synthesize the latest literature that is relevant Literature review,
to the research topic. The results of the literature review Students.
show that the use of ChatGPT AI in education has grown
rapidly in recent years. ChatGPT has been applied in a variety
of educational contexts, including as a learning assistant,
virtual tutor, assignment corrector, and interactive learning
aid. Some of the benefits of using ChatGPT AI in education
include increasing the accessibility of learning materials,
providing fast and personalized feedback, and encouraging
student engagement and learning motivation. However,
some challenges need to be addressed, such as ethical
concerns, data privacy concerns, and technology limitations.
This study concludes that AI ChatGPT has great potential to
change the way students learn by providing adaptive and
personal assistance in the learning process. To support more
effective learning experiences, practitioners and decision-
makers in the education sector need to understand the
potential and limitations of using ChatGPT.
© 2023 Kantor Jurnal dan Publikasi UPI
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1. INTRODUCTION

Education is the main pillar in the formation of a superior and competitive generation
(Sinkovics et al., 2014). Over the years, the teaching and learning process has undergone
major transformations, driven by the rapid development of technology. One of the
revolutionary innovations in the world of education is the emergence of Artificial Intelligence
(AI) which has an extraordinary impact on student learning experiences.
Amidst the rapid development of AI technology, natural language models such as ChatGPT
(Generative Pre-trained Transformer) have now become an effective means of providing help
and support in the learning process. AI ChatGPT has revolutionized the way students learn by
providing instant access to information, in-depth explanations, and a more personalized
learning experience.
By taking a closer look at the role of ChatGPT AI in student learning experiences, one can
understand the potential of this technology to shape a more inclusive, efficient, and
innovative future of education. Starting with exploring how AI ChatGPT makes a meaningful
contribution to opening doors for better and more useful learning for students in this modern
era.
ChatGPT was developed with a "pre-training" technique that allows the model to learn
from millions of text documents that exist on the internet before being trained to complete
certain tasks (Shen et al., 2023). ChatGPT can be used to perform tasks related to natural
languages, such as generating text that fits the given context, understanding the natural
language spoken by the user, and extracting relevant information from the received text. In
the world of education, ChatGPT can provide convenience to students in the teaching and
learning process. ChatGPT can influence teaching towards the development of student
learning thinking processes. In addition, ChatGPT can assist in self-study, where students can
control and monitor their learning.
ChatGPT can also be a link between students and lecturers. In its use, lecturers need to
equip, supervise and evaluate students to organize learning systems and use educational
technology wisely and effectively. The presence of ChatGPT in learning can help improve the
quality of learning and provide a better learning experience for students.
In the context of education, AI ChatGPT promises various potentials in supporting the
student learning process. ChatGPT's ability to provide personalized and adaptive responses
has attracted the attention of educators and education practitioners. As a learning assistant,
ChatGPT can assist in answering questions, providing feedback on assignments, and providing
learning materials that are relevant and according to individual needs. The use of AI
technologies such as ChatGPT is expected to bring positive changes in the way of learning and
teaching.
To investigate and analyze published studies, journals, articles, and other resources related
to the use of AI ChatGPT in educational contexts, particularly in student learning experiences.
The purpose of this literature review is to collate existing information from various sources
and provide an in-depth understanding of the role of AI ChatGPT in helping students in the
learning process.
By conducting a literature review, researchers can find out how ChatGPT AI has been used
in student learning experiences in various contexts, such as in teaching, academic guidance,
study support, or other reference sources.

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2. METHODS

The research method used is the literature review method, the purpose of a literature
review is to understand the development of research that has been carried out previously,
identify knowledge gaps, and develop a theoretical basis for the research that will be carried
out. In this literature review, we will explore several studies that describe the role and impact
of ChatGPT AI in shaping a better learning experience for students.
3. RESULTS AND DISCUSSION

ChatGPT is the sibling model of InstructGPT, which is trained to follow instructions in a

command and provide detailed responses (OpenaAI, 2022). ChatGPT is a natural language
processing tool driven by AI technology that allows you to have human-like conversations and
more with chatbots. This language model can answer questions and help you with tasks, such
as writing emails, essays, and code (see https://www.zdnet.com/article/what-is-chatgpt-and-
why-does-it-matter-heres-everything-you-need-to-know/).
ChatGPT, the text-generating AI chatbot from OpenAI, has taken the world by storm.
ChatGPT is capable of writing essays, code, and more with short text commands, increasing
productivity (see https://techcrunch.com/2023/07/24/chatgpt-everything-you-need-to-
know-about-the-open-ai-powered-chatbot/). After all, AI tools are not going away and have
indeed evolved dramatically since their launch a few months ago. Big brands are
experimenting with it, using AI to generate advertising and marketing copy.
OpenAI is investing heavily in it. ChatGPT was recently supplemented by GPT-4, the newest
language writing model from the OpenAI labs. Paying ChatGPT users have access to GPT-4,
which can write more naturally and smoothly than models that previously supported
ChatGPT. In addition to GPT-4, OpenAI recently connected ChatGPT to the internet with a
plugin available in alpha for users and developers on the waiting list.
The literature discussed on ChatGPT:
(i) Based on Maulana et al., (2023), The widespread use of ChatGPT OpenAI among students
has made students nowadays not pay attention to academic ethics in making
assignments, papers, and scientific papers. The use of ChatGPT technology should pay
attention to academic ethics, so that there are no violations of academic ethics, such as
plagiarism which is detrimental to many parties. On this basis, the researcher uses a
literature study, describes relevant research results, and draws conclusions about the
use of ChatGPT by students in the educational realm from the point of view of academic
ethics. Utilization of ChatGPT can be used in making writing and other tasks quickly and
effectively. But we need to underline that the use of OpenAI ChatGPT must be
accompanied by an understanding of the use of OpenAI ChatGPT wisely and wisely, not
to violate academic ethics and students should not be complacent with the use of OpenAI
ChatGPT, which causes students' critical reasoning power and creativity to decrease due
to dependence on the use of OpenAI ChatGPT. In conclusion, students must prioritize
critical, creative thinking, and collaborate in developing knowledge properly, in addition
to prioritizing academic ethics in making assignments, papers, and scientific papers.
(ii) Based on Setiawan and Luthifiyani (2023), ChatGPT OpenAI is an artificial intelligence-
based machine technology that is trained to be able to imitate human conversations
using Natural Language Processing (NLP) technology. ChatGPT can be used to produce
quite scientific articles or even books with prompts formulated at the beginning with
good and effective techniques. So that the opportunities for innovation using this
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technology are wide open for education in Indonesia, one of which is in improving
student's writing skills in schools/campuses to achieve the six competencies needed in
the Era of Education 4.0. The six competencies are critical thinking, collaboration,
communication, creativity, character education, and citizenship. The results of
experiments carried out using ChatGPT can produce a writing totaling 693 words and
these results can still be developed further for the next assignment for students. The
total time needed to complete this experiment is approximately 7 minutes, including the
time to document the ChatGPT processing results, but does not include the time to
formulate two good and effective prompts before the experiment is carried out.
(iii) Based on Baskara and Mukarto (2023), Recent developments in natural language
processing have led to the creation of large language models, such as ChatGPT, which
can generate lookalike text Man. The research explores the potential implications of
ChatGPT for language learning in higher education. It first provides an overview of
ChatGPT and discusses its capabilities and limitations. For example, ChatGPT can produce
coherent and fluid text on a variety of topics but may have difficulty understanding more
complex or abstract ideas. It then considers how ChatGPT could be integrated into
language courses and programs in higher education and the potential benefits and
challenges. For example, ChatGPT can provide personalized language instruction or
produce authentic language materials to engage students. However, using ChatGPT in
language learning may also raise concerns about the possible replacement of human
language teachers and the ethical implications of using machine learning systems to
generate texts. Suggestions for future research on the use of ChatGPT in language
learning in higher education, such as studying the effectiveness of ChatGPT-assisted
language teaching and exploring the pedagogical implications of using the grand
language model in language classes.
(iv) Based on Serdianus and Saputra (2023), this study aims to provide an alternative solution
to the problems that are often faced by teachers in preparing lesson plans, both in the
form of lesson plans and assessment instruments. The problems that often arise are
lesson planning that is not contextual, only using lesson plans that are already on the
internet, and lack of time in preparing learning tools. This can be solved using AI ChatGPT.
Through a quantitative approach with the library research method, the researcher
collects data about ChatGPT and then analyzes it with two prompts. The results of the
study show that ChatGPT can produce lesson plans and assessment instruments in less
than 10 minutes. The first prompt only took about 5 minutes, while the second took less
than 2 minutes.
(v) Based on Quintans-Júnior et al. (2023), AI and its resources are invaluable in science, but
cannot replace researchers' critical and reflective thinking, their critical and reflective
abilities, or their ability to interpret results, discuss their findings on the best available
basis, and communicate with readers. ChatGPT relies on pre-existing content and lacks
human analytical capabilities, such as the ability to weigh values and leverage experience
to make technical and scientific decisions in today's context. While important,
researchers must recognize that technology is not perfect, with creators admitting flaws
such as incorrect or unreasonable answers, bias in training data, and the production of
insecure content. Therefore, we need simplicity and rationality when using text-
generating AI8, particularly in science, where communicating the best evidence is a
fundamental condition for decision-makers. During disease outbreaks, AI can facilitate
the spread of "fake news" by producing scientifically plausible texts while supporting
erroneous, harmful, and counterproductive hypotheses. wrong, dangerous, and

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counterproductive hypothesis. Infodemics have become common during the COVID-19

pandemic, and ChatGPT can serve as an automated tool for disinformation campaigns.
However, this technology can help researchers to prepare scientific papers or other
scientific or technical products that can save lives at an unprecedented rate.
(vi) Based on Kim and Kim (2022), as a result of the unprecedented coronavirus crisis, there
have been major changes in education as a result of the closing K-12 schools and
universities around the world to promote health and safety. Online learning was adopted
almost overnight by alternative methods, leading to a full discussion on the use of AI in
education much faster than expected. However, as usual, the success of implementing
new learning technologies is closely related to the attitude of the teacher who leads the
learning. Nevertheless, teachers' perceptions of the use of AI have been investigated by
only a few scholars due to their lack of experience in teaching the use of AI in the
classroom. Most teachers have no particular idea of what the tools adopted by AI will
look like. In this regard, this study brings great significance to the field in revealing overall
positive perceptions of STEM teachers regarding this innovative AI-based scaffolding and
opportunities for future improvement. In addition, the results of teachers' experience
using the system and considerations for its implementation from this research can be
used as a basis for developing guidelines for integrating AI into the school curriculum in
the future, particularly in STEM education.
(vii) Based on TL and MQ, the findings of this study provide insight into the benefits and
drawbacks of implementing chatbots in higher education institutions that are actively
recruiting international students with English-taught programs, exchange programs,
courses, internships, etc. The main conclusion from this study is that higher education
institutions such as colleges and universities should choose to implement chatbots on
their websites to facilitate common inquiries that would take a long time, for example
waiting for a representative to answer the phone and/or waiting for an email reply. When
students live in other time zones, students benefit greatly from chatbots as they are
available 24/7, besides, having all the necessary information for international students
under one roof, students can quickly navigate a variety of information that is relevant to
them in a few clicks by using a chatbot. On the other hand, the findings show that while
chatbots are indeed very helpful for international students, there are some drawbacks
to be aware of. The main drawbacks introduced by this research include a lack of human
assistance in cases where the chatbot is unable to answer complex and/or personal
questions or cases where students prefer human contact. In addition, chatbots require
round-the-clock maintenance to keep them up to date by displaying the correct
information. some drawbacks must be considered. The main drawbacks introduced by
this research include a lack of human assistance in cases where the chatbot is unable to
answer complex and/or personal questions or cases where students prefer human
contact. In addition, chatbots require round-the-clock maintenance to keep them up to
date by displaying the correct information. There are some drawbacks to be aware of.
The main drawbacks introduced by this research include a lack of human assistance in
cases where the chatbot is unable to answer complex and/or personal questions or cases
where students prefer human contact. In addition, chatbots require round-the-clock
maintenance to keep them up to date by displaying the correct information.
(viii) Based on Hwang and Chang (2021), this research shows that although education
researchers have started to pay attention to research on chatbots in the field of
education, most studies still use pre- and post-tests and questionnaires to evaluate their

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effectiveness. Only a few studies have started to pay attention to student behavior in the
learning process; for example, Fryer et al. (2017) designed an experiment combined with
a chatbot system, conducted a 12-week experiment for students in a foreign language
class, and observed and monitored learning behavior students in language courses.
Fryer's study found that speaking assignments delivered with chatbots significantly
improved students' speaking performance, and also verified the benefits of chatbot
systems in education. On the other hand, it was found that the only strategy adopted in
chatbot-based educational studies was "guided learning", which is a direct approach in
which students are asked to practice or search for data using application programs to
complete learning sheets or to carry out learning tasks requested by the teacher. Other
learning strategies, such as peer assessment, video sharing, synchronous sharing,
problem-based learning, computers such as Mindtools (eg concept mapping), project-
based learning, and inquiry-based learning, generally aim to engage students in peer-to-
peer interaction and higher-order thinking. This implies that there is room to improve
chatbot-based learning designs in future research. The main contribution of this
literature review is the finding that there is scope for the development of chatbot
applications in educational research; for example, some topics and applications that are
rarely discussed can be a reference for thinking about the direction of chatbot research
going forward. In addition, current research rarely addresses chatbots in K-12 domains
or topics, and there is little empirical research on educational issues (eg, advanced
thinking and learner learning behavior). On the other hand, chatbot research on language
education is most frequently cited, indicating that the demand in this area is greater and
more immediate; Therefore, the application of these characteristics of language
education can be used as a reference for publications about the use of chatbots in
education in the future. Overall, this study found that research on chatbots in education
is still in its early stages of development and continues to develop; These results indicate
that research on chatbots in education has great development potential and deserves to
be invested more by researchers in the field of educational technology. In addition, it is
suggested that in the future, the performance of teachers and students can be analyzed
from various angles, including the graphical analysis of learning behavior presented by
chatbots in the education system, and the application of chatbots to improve student
learning processes and learning effectiveness.
(ix) Based on Suciati Suciati, Abdurrahman Faridi, Januarius Mujiyanto, and Yudhi Arifani, AI
applications are currently used in various fields, including language education. Speaking
is a skill that is considered complex for students. By utilizing the application of AI in
teaching speaking, students are expected to be more helpful. The purpose of this
research is to find out the perceptions, problems, and alternatives expected by students
regarding the use of AI in learning to speak. This research method is descriptive and
qualitative by utilizing questionnaires, interviews, observation, and documentation in
collecting data. Research data shows that (1) there are 30.8% of students strongly agree,
38.5% agree and 30.8% think neutral regarding the importance of AI in helping Speaking
learning; (2) the problems or challenges that students feel are the lack of social
interaction, dependence on technology, difficulties in adjusting to various situations, lack
of proper feedback, lack of emotion in learning, and availability of materials; (3) the
alternative expected by students in teaching speaking by utilizing AI is the existence of
material in AI with material in the Semester Learning Plan (RPS) or the existence of a
speaking book that contains material using AI. This research can contribute to lecturers,
students, and future researchers to design teaching methods/strategies/techniques and

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books that integrate speaking materials and AI applications. as well as material

availability.
(x) Based on Okonkwo and Ade-Ibijola (2021), the introduction of Artificial Intelligence
technology allows the integration of the Chatbot system into various aspects of
education. This technology is increasingly being used for educational purposes. Chatbot
technology has the potential to provide fast and personalized service to everyone in the
sector, including institutional employees and students. This paper presents a systematic
review of previous studies on the use of chatbots in education. A systematic review
approach was used to analyze 53 articles from a recognized digital database. The results
of the review provide a comprehensive understanding of previous research related to
the use of Chatbots in education, including information about existing studies, benefits,
and challenges, as well as future research areas regarding the implementation of Chatbot
technology in education. These findings shed light on the current state of knowledge
about Chatbot applications in education and identify the benefits and challenges of using
Chatbots in education. In addition, future educational fields that might benefit from
these modern AI technologies are identified and described as recommended by the
literature. Finally, the research findings are discussed in terms of their implications.
4. CONCLUSION

AI ChatGPT has brought positive changes to the student learning experience by providing
personalized support, interactive teaching, and greater accessibility of information. Various
studies have shown that AI ChatGPT can increase student engagement, help them overcome
learning difficulties, and provide immediate feedback on their work. From several research
reviews, it can also be seen that AI and chatbots are already popular in the field of education.
As the development of AI technology continues, it is hoped that the use of ChatGPT AI in
education will become more widespread and well-integrated into the modern education
system.
5. AUTHORS’ NOTE

The authors declare that there is no conflict of interest regarding the publication of this
article. Authors confirmed that the paper was free of plagiarism.
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