Vol.6 No.

1 (2023)

JALT Journal of Applied Learning & Teaching

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ISSN : 2591-801X
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The use of ChatGPT in the digital era: Perspectives on chatbot implementation

Pongsakorn LimnaA A Rangsit University, Pathum Thani, Thailand

Tanpat KraiwanitB B Rangsit University, Pathum Thani, Thailand

Kris JangjaratC C Rangsit University, Pathum Thani, Thailand

Prapasiri KlayklungD D Pathum Thani University, Pathum Thani, Thailand

Piyawatjana E Pathum Thani University, Pathum Thani, Thailand

ChocksathapornE
Keywords Abstract
Chatbots; The rapid advancement of technology has led to the integration of
ChatGPT; ChatGPT, an artificial intelligence (AI)-powered chatbot, in various sectors,
conversational agents; including education. This research aims to explore the perceptions of
education; educators and students on the use of ChatGPT in education during the
educators; digital era. This study adopted a qualitative research approach, using
generative AI; in-depth interviews to gather data. A purposive sampling technique was
perception; used to select ten educators and 15 students from different academic
students; institutions in Krabi, Thailand. The data collected was analysed using
Thailand. content analysis and NVivo. The findings revealed that educators and
students generally have a positive perception of using ChatGPT in
education. The chatbot was perceived to be a helpful tool for providing
Correspondence immediate feedback, answering questions, and providing support to
students. Educators noted that ChatGPT could reduce their workload
pongsakorn.l65@rsu.ac.thA by answering routine questions and enabling them to focus on higher-
order tasks. However, the findings also showed some concerns regarding
the use of ChatGPT in education. Participants were worried about the
Article Info
accuracy of information provided by the chatbot and the potential loss of
personal interaction with teachers. The need for privacy and data security
Received 15 May 2023
was also raised as a significant concern. The results of this study could
Received in revised form 25 May 2023
help educators and policymakers make informed decisions about using
Accepted 25 May 2023
ChatGPT in education.
Available online 25 May 2023

DOI: https://doi.org/10.37074/jalt.2023.6.1.32

Journal of Applied Learning & Teaching Vol.6 No.1 (2023) 1

Introduction Firat, 2023; Sallam, 2023).

In the digital era, technology is increasingly developing The use of ChatGPT in education during the digital era is a
and provides convenience for various aspects of life, topic that has gained significant attention in recent times
including learning. Teaching effectiveness, student (Rathore, 2023; Shahriar & Hayawi, 2023). As an AI-powered
growth, and technology are all important components chatbot, ChatGPT has the potential to revolutionise the way
of a successful educational experience. Effective teachers students and educators interact and learn. However, to fully
who use technology to enhance their teaching can help understand its impact, it is crucial to study the perspectives
students to achieve academic success and reach their full of educators and students on implementing ChatGPT in
potential. Technology can provide access to a wide range of education. Therefore, this research aims to explore the
instructional resources, personalised learning experiences, perceptions of educators and students on the use of ChatGPT
and opportunities for communication and collaboration in education during the digital era. The research questions
between teachers, students, and parents. By incorporating are: (1) What are the perceptions of educators and students
technology into education, educators can improve the regarding the integration of ChatGPT in education during
quality and effectiveness of the learning process (Ekkarat the digital era? And: (2) What are the potential benefits and
& Charoenkul, 2023; Fauzi et al., 2023; Gibson et al., 2023). challenges associated with using ChatGPT in education, as
Many schools have begun using artificial intelligence perceived by educators and students?
(AI) technology to enhance the learning experience for
students. AI can provide personalised learning experiences
and adaptive feedback and assist teachers in managing Related literature review
their classrooms more efficiently. For example, AI-powered
chatbots can help students with their homework, answer The origins of AI and chatbots can be traced back to
questions, and provide immediate feedback. AI algorithms the 1950s when scientists first began exploring artificial
can also analyse student data to identify areas where a intelligence (Almelhes, 2023). The early developments of AI
student may struggle and recommend specific resources included the creation of the first AI program called ELIZA,
or interventions to address those challenges. Additionally, which aimed to replicate human conversation. Over time,
AI can assist teachers in grading, curriculum planning, and AI technology progressed and led to the development of
administrative tasks, freeing up more time for classroom more advanced chatbots that can understand and respond
instruction and student support. By leveraging the power to complex requests. Today, chatbots and AI are utilised in
of AI, schools can offer a more personalised and effective numerous industries, from healthcare to customer service,
learning experience that helps students achieve their full continuously advancing as technology progresses. One of
potential (Chassignol et al., 2018; Chiu & Chai, 2020; Kuleto the cutting-edge AI chatbot technologies is ChatGPT, which
et al., 2021). uses natural language processing and machine learning to
allow users to interact with a virtual assistant. ChatGPT, an
In November 2022, OpenAI released ChatGPT-3.5, a large advanced AI chatbot, results from cutting-edge research
language model based on AI. It is trained on massive text conducted by OpenAI, an American AI research laboratory.
datasets in multiple languages and can generate human- As part of the generative pre-trained transformer (GPT)
like responses to text input. ChatGPT, a state-of-the-art AI family of large language models (LLMs), ChatGPT’s
chatbot, is based on the generative pre-trained transformer development involved a fine-tuning process that combined
(GPT) architecture, which utilises a neural network to supervised learning and reinforcement learning techniques.
process natural language and generate responses based on ChatGPT is designed to be highly intelligent, intuitive, and
the context of input text. Its ability to respond to multiple capable of responding to complex requests in a human-like
languages and generate refined and sophisticated responses manner. With its advanced capabilities, ChatGPT is changing
based on advanced modelling makes it superior to its the way we interact with technology and paving the way for
GPT-based predecessors. In addition, the name ChatGPT a new era of intelligent, conversational AI (Arya, 2019; Mijwil
is related to its function as a chatbot, which is a program et al., 2023; Ray, 2023; Rudolph et al., 2023a, 2023b; Sullivan
that can understand and generate responses using a text- et al., 2023).
based interface (Caulfield, 2023; Fraiwan & Khasawneh,
2023; Khademi, 2023; Mottesi, 2023; Sullivan et al., 2023; Wu The integration of ChatGPT into education has sparked
et al., 2023; Xames & Shefa, 2023). ChatGPT has garnered both enthusiasm and concern. Through the SWOT
mixed responses in the scientific community and academia, analysis framework, Farrokhnia et al. (2023) can see
primarily due to the ongoing debate about the benefits that ChatGPT’s strengths and weaknesses are crucial to
and risks of advanced AI technologies. While some experts understanding its potential educational implications.
view ChatGPT and other large language models as useful While ChatGPT has the potential to improve learning
tools to improve efficiency and accuracy in writing and efficiency, facilitate personalised learning, and increase
conversational tasks, others have expressed concerns about access to information, its limitations include a lack of deep
potential bias resulting from the training datasets used. This understanding, difficulty in evaluating response quality,
bias may limit ChatGPT’s capabilities and result in factual and risk of bias and discrimination. The potential threats
inaccuracies, also known as ‘hallucinations’. Furthermore, to education include issues such as the lack of context,
the security concerns associated with cyber-attacks and potential academic integrity issues, and the perpetuation
the spread of misinformation through large language of discrimination, among others. Acknowledging these
models like ChatGPT need to be carefully considered by the challenges and concerns and developing appropriate
scientific and academic communities (Crawford et al., 2023; measures to ensure ChatGPT’s responsible and ethical use

Journal of Applied Learning & Teaching Vol.6 No.1 (2023) 2

in education is essential. This requires a holistic approach improve productivity and learning efficiency. Therefore,
that considers both the potential benefits and risks of ChatGPT can be considered a promising learning alternative
ChatGPT and balances technological advancements with as long as users remain critical in utilising it and validating
the preservation of fundamental educational values such the information provided.
as critical thinking and ethical behaviour. A review by Lo
(2023) investigates the capabilities and potential issues of According to Benuyenah (2023), the development of
ChatGPT, an artificial intelligence-based chatbot launched ChatGPT has raised concerns and generated excitement
in November 2022 capable of generating human-like within academic institutions. The capabilities of this chatbot
responses. The review included 50 content-analysed articles are impressive, with its human-like abilities surpassing most
using open, axial, and selective coding. Results showed tools available to students and researchers. The academic
that ChatGPT’s performance varied across subject domains, community and the media have taken notice, with millions
with outstanding performance in economics, satisfactory in of Google search results related to ChatGPT. While the
programming, and unsatisfactory in mathematics. Despite chatbot was not specifically designed for academic writing,
its potential as an instructional assistant and virtual tutor for its potential for use in this area cannot be ignored. However,
students, there were concerns regarding ChatGPT’s ability to there are concerns about the potential for students to abuse
generate incorrect or fake information and bypass plagiarism the technology and cheat on assessments. While academic
detectors. The review recommends updating assessment cheating is not a new phenomenon, the emergence of
methods and institutional policies and providing instructor powerful AI tools such as ChatGPT raises new challenges.
training and student education to respond to the impact of Some academics are concerned about the epistemic
ChatGPT on the educational environment. implications of using ChatGPT in assessments. However,
despite the potential threats, there is a resolve to find ways
Hong’s (2023) research delves into the impact of ChatGPT on to use ChatGPT effectively while addressing ethical concerns.
foreign language teaching and learning. As a revolutionary It is important to note that some university programs,
online application, ChatGPT has caused immense concerns such as those in management studies and information
in education, particularly for foreign language teachers technology, may have a higher risk of cheating. Educators
who rely heavily on writing assessments. The article first must work to understand the capabilities and limitations of
clarifies the mechanisms, functions, and misconceptions ChatGPT to ensure its responsible use in academia. Tlili et
surrounding ChatGPT. It then discusses the associated al. (2023) conducted a three-stage instrumental case study
issues and risks and offers an in-depth exploration of how to examine the use of ChatGPT in education among early
learners and teachers can utilise ChatGPT. Hong argues that adopters. The study analysed social media posts, interviews,
ChatGPT provides significant opportunities for teachers and user experiences to investigate concerns regarding the
and educational institutions to enhance second or foreign use of chatbots in education. While ChatGPT is a powerful
language teaching while also providing researchers with tool in education, the study highlights the need for caution
numerous opportunities for exploring a more personalised and guidelines on its safe use. The findings suggest several
learning experience. Overall, Hong’s research highlights research directions and questions that researchers and
both the potential benefits and challenges of integrating practitioners should investigate to ensure the safe and
ChatGPT into foreign language teaching. It also emphasises effective adoption of chatbots, particularly ChatGPT, in
the importance of understanding its capabilities and education.
limitations to make the most of this innovative technology.

According to the findings of Rasul et al. (2023), the utilisation Methodology

of ChatGPT and other large language models (LLMs) in higher
education offers both advantages and challenges. One The research approach adopted in this study comprises
benefit is that ChatGPT can support students by generating four key stages: research design, data collection, data
ideas for assessments, research, analysis, and writing tasks, analysis, and report writing, all of which are qualitative
potentially enhancing their learning experiences. However, in nature. Qualitative research methodology aims to
it is crucial to acknowledge the potential drawbacks, such comprehend the decision-making processes and actions of
as the risks of academic misconduct, bias, the dissemination individuals or groups and explain the occurrence of specific
of false information, and inadequate assessment design, phenomena (Siripipattanakul et al., 2022; Viphanphong
which can hinder the development of essential graduate et al., 2023). The study employed in-depth interviews to
skills and promote superficial learning. As a result, it is collect comprehensive responses to research topics and
imperative for tertiary educators and students to exercise precisely meet the research objectives. According to Buschle
caution and ensure the ethical, reliable, and effective use et al. (2022), Busetto et al. (2020), and Majid et al. (2017),
of this technology in academic contexts. Similarly, Firaina conducting interviews in a qualitative study involves several
and Sulisworo (2023) conducted a study on the usage of important steps to ensure a systematic and insightful data
ChatGPT in higher education and found that it can assist collection process. The researchers followed a systematic
users in various tasks, such as finding information, generating research process to conduct interviews and gather valuable
ideas, translating texts, and providing alternative questions insights. First, the researchers established clear research
to enhance understanding. However, the study emphasises objectives, questions, and topics to guide participant
the need for users to verify the information obtained from selection and shape the interview questions. The researchers
ChatGPT with more reliable sources and maintain a critical then selected participants using purposive sampling,
approach when utilising it. While ChatGPT has limitations, considering their characteristics and experiences relevant to
the respondents perceived its use as an effective way to the study. The researchers developed open-ended interview

Journal of Applied Learning & Teaching Vol.6 No.1 (2023) 3

questions that encouraged participants to share detailed aims to gather comprehensive knowledge about a particular
and meaningful perspectives. A pilot test was conducted to population or phenomenon of interest (Woodeson et al.,
refine the questions and ensure clarity. Informed consent was 2023; Zickar & Keith, 2023). The inclusion of higher education
obtained from participants, and the researchers scheduled teachers in the study was based on their experience,
and conducted interviews in comfortable settings, respecting expertise, and familiarity with the subject matter under
participants’ preferences. Active listening was emphasised investigation. The intention was to involve individuals who
during the interviews, and the researchers took detailed could offer valuable insights and perspectives regarding the
notes or recorded the interviews with consent. The recorded research topic. Similarly, a purposive sampling approach was
interviews were transcribed for easy analysis and coding. adopted for higher education students, targeting individuals
The researchers applied content analysis to identify patterns, who were actively enrolled in programs or courses that
themes, and relationships within the data. The findings were implemented ChatGPT. By specifically selecting students
validated through data triangulation and sought participant studying in the relevant field, the researchers aimed to
feedback. Finally, the researchers interpreted the findings gather information that would be highly informative and
in light of the research objectives and relevant theoretical representative of the target population.
frameworks, uncovering key insights and implications for a
comprehensive understanding of the research topic. To qualify for participation in the study, individuals had to
satisfy three inclusion criteria: 1) they needed to be at least
The interview protocol used in this study was designed to 18 years old; 2) they needed to be Thai educators teaching or
elicit feedback from both educators and students about students studying in a higher education institution located
their perceptions of ChatGPT as a tool for academic support. in Krabi, Thailand; and 3) they needed to have current
The protocol included open-ended questions that allowed knowledge and experience in using ChatGPT. To obtain their
participants to provide detailed and nuanced responses informed consent and adhere to ethical research practices,
to the topics of interest. The interviews were conducted participants were informed of the study’s goals prior to
in English, with participants having the option to choose participating in interviews or any other research activity. The
between in-person or remote sessions based on their interview data were gathered in February 2023. The data
preference. Additionally, to facilitate further analysis, the collected were analysed using content analysis, a systematic
interviews were audio-recorded. Moreover, the present and objective approach to describing and quantifying
study also used the documentary method to examine specific phenomena from verbal, visual, or written data (Deri,
relevant survey questions from secondary data. The interview 2022; Jangjarat et al., 2023; Namraksa & Kraiwanit, 2023).
questions were as follows: NVivo, a qualitative data analysis tool used to organise and
analyse large data sets, was also utilised (Woodeson et al.,
● How has ChatGPT impacted your learning 2023).
experience as a student or educator?
The researchers interviewed ten educators and 15 students
● What benefits do you see in using ChatGPT to to gather their perceptions on using ChatGPT in education
answer routine questions and reduce educators’ during the digital era. Table 1 presents the respondents’
workload? information, including their gender, age, and occupation,
as well as the date and time of the interviews. The sample
● How do you ensure the accuracy and reliability of comprised ten higher education teachers, with an equal
the information provided by ChatGPT, especially distribution of five males and five females. Their ages ranged
in sensitive or complex topics? from 21 to 42. Additionally, 15 higher education students
were interviewed, consisting of nine males and six females.
● What is your opinion on the potential loss of All of the student participants were 18 years old.
personal interaction between educators and
students due to the use of ChatGPT?
Results
● How do you think ChatGPT providers can ensure
the privacy and security of personal information The study identified several themes based on their
shared through the chatbot? responses, including positive perception, reduced workload,
information accuracy, personal interaction loss, and data
● In what ways do you think ChatGPT could be privacy. The interviews and analysis were conducted using
improved to better serve the needs of educators content analysis and NVivo software. A word frequency
and students? query was employed to enhance the understandability of
the results, and the words that the participants commonly
● How do you balance using technology like used during the interviews were visualised in a word cloud
ChatGPT with human interaction and support in (Figure 1).
the classroom?

The study utilised purposive sampling to select a sample of Positive perception

25 key informants (ten educators and 15 students), a widely
recognised qualitative research technique that involves Educators praised ChatGPT for its ability to quickly respond
deliberately selecting a sample based on the researchers’ to students’ questions and provide additional resources
expertise that best suits the study’s objectives. This method to enhance their understanding of a given topic. Some

Journal of Applied Learning & Teaching Vol.6 No.1 (2023) 4

Table 1. Demographic information on the respondents and stay on track with their studies. Some students also noted
interview dates and times. that ChatGPT made them feel more confident in their
learning by providing reliable information and guidance.
Overall, both educators and students perceived ChatGPT
as a valuable addition to the educational experience and
believed its continued use could help improve student
learning outcomes and enhance the overall quality of
education.
ChatGPT is a valuable tool for improving the
learning experience by providing students with
immediate answers to their questions (educator).

Using ChatGPT has been a game-changer for me.

It allows me to get help with my studies whenever
and wherever I need it (student).

ChatGPT has been a great asset in reducing

our workload by answering common student
queries and freeing up our time to focus on more
challenging issues (educator).

Reduced workload

Educators who used ChatGPT in their classrooms noted

that the chatbot could be particularly useful for answering
routine questions, such as those related to course materials,
due dates, or assignment requirements. By offloading these
tasks to ChatGPT, educators were able to focus on higher-
order tasks, such as designing lesson plans, providing
feedback to students, or facilitating classroom discussions.
Some educators found that ChatGPT’s ability to provide
immediate feedback and support helped to increase student
engagement and motivation. They noted that students who
received timely and accurate answers to their questions
were more likely to feel supported and confident in their
learning, which in turn led to better academic outcomes.
However, some educators also raised concerns about the
potential limitations of ChatGPT, particularly its ability to
understand and respond to complex or nuanced questions.
They cautioned that while ChatGPT could be a valuable tool
for routine tasks, it was not a substitute for the personalised
support and guidance that educators could provide. Overall,
educators viewed ChatGPT as a useful tool for reducing their
workload and providing additional support to students but
also recognised the importance of maintaining a balance
between technology and human interaction in the classroom.

ChatGPT can be a powerful tool for answering

routine questions, allowing educators to focus on
more complex tasks (educator).

I noticed that ChatGPT’s immediate feedback and

Figure 1. Word cloud. support helped to increase student motivation
and engagement (educator).

educators also noted that ChatGPT helped to reduce their While ChatGPT is useful for routine tasks, it cannot
workload by answering common questions and freeing up replace the personalised support and guidance
time for them to focus on more complex issues. Likewise, that educators provide (educator).
students found ChatGPT to be a convenient and accessible
resource for academic support. They appreciated its ability
to provide immediate feedback and answer questions
outside of regular classroom hours, which helped them to

Journal of Applied Learning & Teaching Vol.6 No.1 (2023) 5

Accuracy of information educators should also be available to provide personalised
support and establish meaningful connections with their
Some participants expressed concerns about the accuracy students. Overall, participants recognised the potential
and reliability of the information provided by the chatbot. benefits of ChatGPT as a tool for providing academic
They worried ChatGPT might provide incorrect or support but also emphasised the importance of maintaining
incomplete information, potentially harming students’ personal interaction between educators and students as a
learning outcomes. Some participants noted that ChatGPT’s key component of the educational experience.
responses were based on pre-programmed algorithms,
which might not always account for the specific nuances of a Personal interaction between educators and
given question or topic. As a result, they felt that the chatbot students could be instrumental in building trust,
might provide answers that were not entirely accurate or establishing rapport, and fostering a sense of
appropriate for the situation. Moreover, participants also community in the classroom (educator).
pointed out that ChatGPT’s responses were based on the
quality of the data used to train it and that errors or biases Educators could provide personalised support
in the training data could lead to inaccurate responses. This and guidance that might not be possible through
was seen as a particular concern in cases where ChatGPT was a chatbot, and this support could be crucial for
used to provide guidance on sensitive or complex topics, helping students to succeed (educator).
such as mental health or social justice issues. To address
these concerns, some participants suggested that educators Chatbots could be useful for providing initial
and students should be encouraged to critically evaluate support and guidance, but educators should also
the information provided by ChatGPT and seek additional be available to provide personalised support and
information sources when necessary. Others suggested to establish meaningful connections with their
that ChatGPT should be regularly monitored and updated students (student).
to ensure that it was providing accurate and up-to-date
information. Overall, while participants acknowledged the Data privacy issue
potential benefits of ChatGPT as a tool for giving academic
support, they also recognised the importance of ensuring Participants pointed out that using ChatGPT involved
that the information provided was accurate and reliable. sharing personal information, such as students’ names, email
addresses, and academic performance. They were worried
I worry that ChatGPT might provide incomplete or that unauthorised individuals could access this information
incorrect information that could harm students’ or use it for purposes other than academic support. They
learning outcomes (educator). were also concerned about the potential for data breaches
or cyber-attacks that could compromise their personal
The chatbot’s responses are based on pre- information. To address these concerns, the participants
programmed algorithms that may not account suggested that ChatGPT providers implement robust data
for specific nuances, leading to inaccurate or protection measures, such as access controls, to ensure
inappropriate answers (educator). the privacy and security of personal information. They
suggested that educators and students should be provided
Errors or biases in the training data used for with clear information about how their data would be used
ChatGPT could lead to inaccurate responses, and protected and should be given the option to opt out
especially in cases where sensitive or complex of using ChatGPT if they had concerns about data privacy.
topics are involved (educator). Overall, participants recognised the potential benefits of
ChatGPT as a tool for providing academic support. However,
Loss of personal interaction they emphasised the need for strong data protection
measures and clear communication about data privacy to
Participants observed that personal interaction between ensure students’ personal information was secure and used
educators and students could be instrumental in building only for its intended purposes.
trust, establishing rapport, and fostering a sense of
community in the classroom. They noted that face-to-face
I am concerned about the amount of personal
interactions allowed for more nuanced and empathetic
information that would be shared through
responses to students’ needs and concerns and could help
ChatGPT and how it would be protected from
to promote a deeper understanding of course materials.
potential cyber-attacks or misuse by unauthorised
Participants also pointed out that personal interactions
individuals (student).
with educators could be especially important for students
struggling academically or facing personal challenges. They
Data protection should be a top priority when
noted that educators could provide personalised support
using ChatGPT in educational settings. Robust
and guidance that might not be possible through a chatbot
access controls should be implemented to ensure
and that this support could be crucial for helping students
that personal information is secure and not
to succeed. To address these concerns, some participants
accessed by unauthorised individuals (student).
suggested that ChatGPT should be used in conjunction
with, rather than as a replacement for, personal interactions
between educators and students. They noted that chatbots
could be useful for providing initial support and guidance, but

Journal of Applied Learning & Teaching Vol.6 No.1 (2023) 6

 It is important that educators and students are The toolkit serves as a guide to incorporating ChatGPT
provided with clear information about how their as a resource in the classroom. It offers suggestions for
personal data will be used and protected by leveraging its capabilities to enhance student learning,
ChatGPT providers and given the option to opt foster independent inquiry, and provide additional support.
out if they have concerns about data privacy However, it is essential to maintain a balance between
(educator). utilising AI tools and promoting human interaction, critical
thinking, and deep engagement with the subject matter
Classroom toolkit: Utilising ChatGPT as a resource (Frąckiewicz, 2023; Hassani & Silva, 2023; Kilinç, 2023).

Incorporating ChatGPT as a resource in the classroom

can bring various benefits and enhance student learning Discussion
experiences. This toolkit provides guidance on how educators
can effectively utilise ChatGPT to support teaching and This study explained the perceptions of educators and
learning. Including a toolkit showcasing how ChatGPT can students on the use of ChatGPT in education during the
be used as a resource in the classroom would be beneficial. digital era. The perceptions of educators and students
This includes: regarding the integration of ChatGPT in education during
the digital era are generally positive. ChatGPT was viewed as
● Generating ideas: Encourage students to use a helpful tool for providing immediate feedback, answering
ChatGPT to brainstorm and generate ideas for questions, and reducing the workload of educators.
various assignments, projects, or research topics. Educators and students appreciate the chatbot’s ability to
It can provide a starting point or spark creativity provide immediate feedback, answer questions, and provide
(Cox & Tzoc, 2023; Kilinç, 2023). support outside regular classroom hours. However, there
are concerns about the accuracy of the information supplied
● Immediate feedback: Leverage ChatGPT for by ChatGPT and the potential loss of personal interaction
instant feedback on student work. Students can with teachers. The potential benefits of using ChatGPT in
input their written responses, essays, or code, and education, as perceived by educators and students, include
ChatGPT can provide constructive suggestions increased efficiency in answering routine questions, freeing
and highlight areas for improvement (Kilinç, 2023). up time for educators to focus on higher-order tasks, and
providing students with immediate feedback and academic
● Answering questions: Encourage students to support. However, there are also potential challenges, such
utilise ChatGPT to find quick answers to factual as concerns about the accuracy of information provided by
or conceptual questions related to the subject ChatGPT, the need for privacy and data security, and the
matter. It can serve as a convenient resource for possible loss of personal interaction between educators and
students to clarify doubts (Cox & Tzoc, 2023; students. These challenges need to be addressed to ensure
Dwivedi et al., 2023). that ChatGPT is used effectively and safely in the educational
setting.
● Summarising texts: Students can input lengthy
texts, articles, or research papers into ChatGPT to The findings were consistent with several studies. For
obtain concise summaries. This can help students instance, Rahman et al. (2023) have highlighted the practical
quickly grasp key ideas and concepts (Ray, 2023; applications of ChatGPT in academic research, including new
Sun & Hoelscher, 2023). idea generation, outlining research topics, and summarising
large texts to identify key findings. However, they also
● Language support: ChatGPT can assist students observed some limitations in using ChatGPT to write an
in improving their language skills. It can help academic article, such as the potential for misleading research
with grammar, vocabulary, sentence structure, problems, questions, and gaps. Additionally, ChatGPT
and overall language fluency, acting as a virtual cannot conduct statistical analysis due to its inability to
language tutor (Moqbel & Al-Kadi, 2023; Sun & access datasets. Therefore, the researchers recommend that
Hoelscher, 2023). ChatGPT be used as an e-research assistant to complement
a researcher’s work and improve efficiency rather than as
● Independent learning: Encourage students to a tool to write a research article alone. It is important for
explore topics independently using ChatGPT. researchers to take accountability for using ChatGPT and to
They can input keywords or questions to access mention its use in the article to maintain research integrity.
relevant information and resources, promoting In conclusion, while ChatGPT has its limitations, it can still
self-directed learning (Rasul et al., 2023). be a valuable tool for academic researchers when used in
conjunction with human control and transparency.
● Ethical use: Emphasise the importance of using
ChatGPT ethically and responsibly. Educate Moreover, Fauzi et al. (2023) indicated that ChatGPT could
students about the limitations and potential biases significantly contribute to improving student productivity
of AI models and encourage critical thinking when by providing useful information and resources, improving
evaluating the information provided by ChatGPT language skills, facilitating collaboration, improving time
(Mhlanga,2023). efficiency and effectiveness, and providing support and
motivation. However, ChatGPT should be viewed as an adjunct
to, not a substitute for, human interaction and students’

Journal of Applied Learning & Teaching Vol.6 No.1 (2023) 7

hard work in learning and achieving their academic goals. on educators’ and students’ perspectives, the study sheds
Gupta et al. (2023) concluded that ChatGPT demonstrated light on their experiences, opinions, and concerns related
high accuracy in coming up with novel ideas for systematic to integrating ChatGPT in educational settings. The findings
reviews, suggesting potential applications outside of plastic of this research contribute to the existing body of literature
surgery research. According to the authors, ChatGPT may on ChatGPT by expanding the knowledge base and offering
also be used for patient education, virtual consultations, new insights. The outcomes provide researchers with a
preoperative planning, and postoperative care, providing a foundation for further investigations in this field, as they
simple answer to the challenging problems encountered in highlight important aspects that can be explored in future
the field of plastic surgery. studies. Scholars can build upon these findings to delve
into previously unexplored elements, such as the specific
Furthermore, Sok and Heng (2023) have found that pedagogical approaches that can maximise the benefits
ChatGPT has the potential to bring significant benefits to of ChatGPT, strategies for addressing its limitations, or the
students, educators, and researchers. These benefits include impact of ChatGPT on different subject areas or student
improved formative and summative evaluations, enhanced populations. By offering valuable insights and implications,
pedagogical practices, support for personalised learning, this study adds to the existing literature on ChatGPT in
academic outline generation, and idea brainstorming for education during the digital era, enriching the understanding
articles or essays. However, it is crucial to acknowledge of its potential benefits, challenges, and perspectives of key
that ChatGPT also has its limitations, such as the risk of stakeholders. It serves as a stepping stone for future research
academic integrity, biased evaluations, factual inaccuracies, endeavours, providing a basis for researchers to expand their
and over-reliance on AI that may hinder the development research horizons and contribute to the ongoing discourse
of important life skills. Therefore, these limitations must be surrounding the effective and responsible use of ChatGPT in
addressed to ensure the effective use of this transformative educational contexts.
AI tool for education and research. By doing so, ChatGPT
can be leveraged as a valuable tool to enhance learning and As with any study, some limitations should be acknowledged.
research while promoting ethical and responsible use. Firstly, the study was conducted in a specific location (Krabi,
Thailand) with limited sample size. Thus, the findings
may not be generalisable to other contexts, and future
Conclusion research should include a more diverse and larger sample
size. Secondly, the study focuses only on the perceptions
Based on the study’s results, it can be concluded that ChatGPT of educators and students towards the use of ChatGPT in
has the potential to be a valuable educational tool in the education. It would be interesting to explore the views of
digital era. Both educators and students had a generally other stakeholders, such as administrators, parents, and
positive perception of the chatbot’s use in education, and policymakers. Thirdly, the study only examined the use
educators noted that it could reduce their workload by of ChatGPT in providing immediate feedback, answering
answering routine questions. However, concerns were raised questions, and reducing workload. Future research could
about the accuracy of information provided by the chatbot, investigate other potential uses of chatbots in education,
the potential loss of personal interaction with teachers, and such as personalised learning, student engagement, and
the need for privacy and data security. To ensure the effective assessment. Fourthly, the study highlights some concerns
and ethical implementation of ChatGPT in education, it is regarding the accuracy of information provided by the
recommended that educators and policymakers carefully chatbot, loss of personal interaction with teachers, and data
consider the benefits and drawbacks of its use. Educators security. Future research could explore ways to address
should also provide guidance and training to students on these concerns and ensure the successful implementation
effectively using ChatGPT as an educational tool. of chatbots in education. Overall, while the study provides
a valuable contribution to the discourse on using ChatGPT
Additionally, efforts should be made to address the in education, further research is needed to fully explore the
concerns raised, including improving the accuracy of potential benefits and challenges of chatbot implementation
information provided by ChatGPT, finding ways to maintain in learning environments. The findings of these studies could
personal interaction between educators and students, and inform the development of evidence-based implementation
prioritising data privacy and security. Overall, this study strategies for ChatGPT in education and provide insights for
provides valuable insights into the perceptions of educators further innovation in education technology.
and students on using ChatGPT in education and offers
recommendations for its implementation. Future research
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