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The use of ChatGPT in the digital era: Perspectives on chatbot implementation
Keywords Abstract
Chatbots;
ChatGPT;
conversational agents;
education;
educators;
generative AI;
perception;
students;
Thailand.
The rapid advancement of technology has led to the integration of
ChatGPT, an articial intelligence (AI)-powered chatbot, in various sectors,
including education. This research aims to explore the perceptions of
educators and students on the use of ChatGPT in education during the
digital era. This study adopted a qualitative research approach, using
in-depth interviews to gather data. A purposive sampling technique was
used to select ten educators and 15 students from dierent academic
institutions in Krabi, Thailand. The data collected was analysed using
content analysis and NVivo. The ndings 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
immediate feedback, answering questions, and providing support to
students. Educators noted that ChatGPT could reduce their workload
by answering routine questions and enabling them to focus on higher-
order tasks. However, the ndings also showed some concerns regarding
the use of ChatGPT in education. Participants were worried about the
accuracy of information provided by the chatbot and the potential loss of
personal interaction with teachers. The need for privacy and data security
was also raised as a signicant concern. The results of this study could
help educators and policymakers make informed decisions about using
ChatGPT in education.
Article Info
Received 15 May 2023
Received in revised form 25 May 2023
Accepted 25 May 2023
Available online 25 May 2023
DOI: https://doi.org/10.37074/jalt.2023.6.1.32
Content Available at :
Journal of Applied Learning
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Vol.6 No.1 (2023)
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http://journals.sfu.ca/jalt/index.php/jalt/index
ISSN : 2591-801X
Journal of Applied Learning & Teaching Vol.6 No.1 (2023)
pongsakorn.l65@rsu.ac.thA
Correspondence
Pongsakorn LimnaAARangsit University, Pathum Thani, Thailand
Tanpat KraiwanitBBRangsit University, Pathum Thani, Thailand
Kris JangjaratCCRangsit University, Pathum Thani, Thailand
Prapasiri KlayklungDDPathum Thani University, Pathum Thani, Thailand
Piyawatjana
ChocksathapornE
EPathum Thani University, Pathum Thani, Thailand
2Journal of Applied Learning & Teaching Vol.6 No.1 (2023)
Introduction
In the digital era, technology is increasingly developing
and provides convenience for various aspects of life,
including learning. Teaching eectiveness, student
growth, and technology are all important components
of a successful educational experience. Eective teachers
who use technology to enhance their teaching can help
students to achieve academic success and reach their full
potential. Technology can provide access to a wide range of
instructional resources, personalised learning experiences,
and opportunities for communication and collaboration
between teachers, students, and parents. By incorporating
technology into education, educators can improve the
quality and eectiveness of the learning process (Ekkarat
& Charoenkul, 2023; Fauzi et al., 2023; Gibson et al., 2023).
Many schools have begun using articial intelligence
(AI) technology to enhance the learning experience for
students. AI can provide personalised learning experiences
and adaptive feedback and assist teachers in managing
their classrooms more eciently. For example, AI-powered
chatbots can help students with their homework, answer
questions, and provide immediate feedback. AI algorithms
can also analyse student data to identify areas where a
student may struggle and recommend specic resources
or interventions to address those challenges. Additionally,
AI can assist teachers in grading, curriculum planning, and
administrative tasks, freeing up more time for classroom
instruction and student support. By leveraging the power
of AI, schools can oer a more personalised and eective
learning experience that helps students achieve their full
potential (Chassignol et al., 2018; Chiu & Chai, 2020; Kuleto
et al., 2021).
In November 2022, OpenAI released ChatGPT-3.5, a large
language model based on AI. It is trained on massive text
datasets in multiple languages and can generate human-
like responses to text input. ChatGPT, a state-of-the-art AI
chatbot, is based on the generative pre-trained transformer
(GPT) architecture, which utilises a neural network to
process natural language and generate responses based on
the context of input text. Its ability to respond to multiple
languages and generate rened and sophisticated responses
based on advanced modelling makes it superior to its
GPT-based predecessors. In addition, the name ChatGPT
is related to its function as a chatbot, which is a program
that can understand and generate responses using a text-
based interface (Cauleld, 2023; Fraiwan & Khasawneh,
2023; Khademi, 2023; Mottesi, 2023; Sullivan et al., 2023; Wu
et al., 2023; Xames & Shefa, 2023). ChatGPT has garnered
mixed responses in the scientic community and academia,
primarily due to the ongoing debate about the benets
and risks of advanced AI technologies. While some experts
view ChatGPT and other large language models as useful
tools to improve eciency and accuracy in writing and
conversational tasks, others have expressed concerns about
potential bias resulting from the training datasets used. This
bias may limit ChatGPT’s capabilities and result in factual
inaccuracies, also known as ‘hallucinations’. Furthermore,
the security concerns associated with cyber-attacks and
the spread of misinformation through large language
models like ChatGPT need to be carefully considered by the
scientic and academic communities (Crawford et al., 2023;
Firat, 2023; Sallam, 2023).
The use of ChatGPT in education during the digital era is a
topic that has gained signicant attention in recent times
(Rathore, 2023; Shahriar & Hayawi, 2023). As an AI-powered
chatbot, ChatGPT has the potential to revolutionise the way
students and educators interact and learn. However, to fully
understand its impact, it is crucial to study the perspectives
of educators and students on implementing ChatGPT in
education. Therefore, this research aims to explore the
perceptions of educators and students on the use of ChatGPT
in education during the digital era. The research questions
are: (1) What are the perceptions of educators and students
regarding the integration of ChatGPT in education during
the digital era? And: (2) What are the potential benets and
challenges associated with using ChatGPT in education, as
perceived by educators and students?
Related literature review
The origins of AI and chatbots can be traced back to
the 1950s when scientists rst began exploring articial
intelligence (Almelhes, 2023). The early developments of AI
included the creation of the rst AI program called ELIZA,
which aimed to replicate human conversation. Over time,
AI technology progressed and led to the development of
more advanced chatbots that can understand and respond
to complex requests. Today, chatbots and AI are utilised in
numerous industries, from healthcare to customer service,
continuously advancing as technology progresses. One of
the cutting-edge AI chatbot technologies is ChatGPT, which
uses natural language processing and machine learning to
allow users to interact with a virtual assistant. ChatGPT, an
advanced AI chatbot, results from cutting-edge research
conducted by OpenAI, an American AI research laboratory.
As part of the generative pre-trained transformer (GPT)
family of large language models (LLMs), ChatGPT’s
development involved a ne-tuning process that combined
supervised learning and reinforcement learning techniques.
ChatGPT is designed to be highly intelligent, intuitive, and
capable of responding to complex requests in a human-like
manner. With its advanced capabilities, ChatGPT is changing
the way we interact with technology and paving the way for
a new era of intelligent, conversational AI (Arya, 2019; Mijwil
et al., 2023; Ray, 2023; Rudolph et al., 2023a, 2023b; Sullivan
et al., 2023).
The integration of ChatGPT into education has sparked
both enthusiasm and concern. Through the SWOT
analysis framework, Farrokhnia et al. (2023) can see
that ChatGPT’s strengths and weaknesses are crucial to
understanding its potential educational implications.
While ChatGPT has the potential to improve learning
eciency, facilitate personalised learning, and increase
access to information, its limitations include a lack of deep
understanding, diculty in evaluating response quality,
and risk of bias and discrimination. The potential threats
to education include issues such as the lack of context,
potential academic integrity issues, and the perpetuation
of discrimination, among others. Acknowledging these
challenges and concerns and developing appropriate
measures to ensure ChatGPT’s responsible and ethical use
3Journal of Applied Learning & Teaching Vol.6 No.1 (2023)
in education is essential. This requires a holistic approach
that considers both the potential benets and risks of
ChatGPT and balances technological advancements with
the preservation of fundamental educational values such
as critical thinking and ethical behaviour. A review by Lo
(2023) investigates the capabilities and potential issues of
ChatGPT, an articial intelligence-based chatbot launched
in November 2022 capable of generating human-like
responses. The review included 50 content-analysed articles
using open, axial, and selective coding. Results showed
that ChatGPT’s performance varied across subject domains,
with outstanding performance in economics, satisfactory in
programming, and unsatisfactory in mathematics. Despite
its potential as an instructional assistant and virtual tutor for
students, there were concerns regarding ChatGPT’s ability to
generate incorrect or fake information and bypass plagiarism
detectors. The review recommends updating assessment
methods and institutional policies and providing instructor
training and student education to respond to the impact of
ChatGPT on the educational environment.
Hong’s (2023) research delves into the impact of ChatGPT on
foreign language teaching and learning. As a revolutionary
online application, ChatGPT has caused immense concerns
in education, particularly for foreign language teachers
who rely heavily on writing assessments. The article rst
claries the mechanisms, functions, and misconceptions
surrounding ChatGPT. It then discusses the associated
issues and risks and oers an in-depth exploration of how
learners and teachers can utilise ChatGPT. Hong argues that
ChatGPT provides signicant opportunities for teachers
and educational institutions to enhance second or foreign
language teaching while also providing researchers with
numerous opportunities for exploring a more personalised
learning experience. Overall, Hong’s research highlights
both the potential benets and challenges of integrating
ChatGPT into foreign language teaching. It also emphasises
the importance of understanding its capabilities and
limitations to make the most of this innovative technology.
According to the ndings of Rasul et al. (2023), the utilisation
of ChatGPT and other large language models (LLMs) in higher
education oers both advantages and challenges. One
benet is that ChatGPT can support students by generating
ideas for assessments, research, analysis, and writing tasks,
potentially enhancing their learning experiences. However,
it is crucial to acknowledge the potential drawbacks, such
as the risks of academic misconduct, bias, the dissemination
of false information, and inadequate assessment design,
which can hinder the development of essential graduate
skills and promote supercial learning. As a result, it is
imperative for tertiary educators and students to exercise
caution and ensure the ethical, reliable, and eective use
of this technology in academic contexts. Similarly, Firaina
and Sulisworo (2023) conducted a study on the usage of
ChatGPT in higher education and found that it can assist
users in various tasks, such as nding information, generating
ideas, translating texts, and providing alternative questions
to enhance understanding. However, the study emphasises
the need for users to verify the information obtained from
ChatGPT with more reliable sources and maintain a critical
approach when utilising it. While ChatGPT has limitations,
the respondents perceived its use as an eective way to
improve productivity and learning eciency. Therefore,
ChatGPT can be considered a promising learning alternative
as long as users remain critical in utilising it and validating
the information provided.
According to Benuyenah (2023), the development of
ChatGPT has raised concerns and generated excitement
within academic institutions. The capabilities of this chatbot
are impressive, with its human-like abilities surpassing most
tools available to students and researchers. The academic
community and the media have taken notice, with millions
of Google search results related to ChatGPT. While the
chatbot was not specically designed for academic writing,
its potential for use in this area cannot be ignored. However,
there are concerns about the potential for students to abuse
the technology and cheat on assessments. While academic
cheating is not a new phenomenon, the emergence of
powerful AI tools such as ChatGPT raises new challenges.
Some academics are concerned about the epistemic
implications of using ChatGPT in assessments. However,
despite the potential threats, there is a resolve to nd ways
to use ChatGPT eectively while addressing ethical concerns.
It is important to note that some university programs,
such as those in management studies and information
technology, may have a higher risk of cheating. Educators
must work to understand the capabilities and limitations of
ChatGPT to ensure its responsible use in academia. Tlili et
al. (2023) conducted a three-stage instrumental case study
to examine the use of ChatGPT in education among early
adopters. The study analysed social media posts, interviews,
and user experiences to investigate concerns regarding the
use of chatbots in education. While ChatGPT is a powerful
tool in education, the study highlights the need for caution
and guidelines on its safe use. The ndings suggest several
research directions and questions that researchers and
practitioners should investigate to ensure the safe and
eective adoption of chatbots, particularly ChatGPT, in
education.
Methodology
The research approach adopted in this study comprises
four key stages: research design, data collection, data
analysis, and report writing, all of which are qualitative
in nature. Qualitative research methodology aims to
comprehend the decision-making processes and actions of
individuals or groups and explain the occurrence of specic
phenomena (Siripipattanakul et al., 2022; Viphanphong
et al., 2023). The study employed in-depth interviews to
collect comprehensive responses to research topics and
precisely meet the research objectives. According to Buschle
et al. (2022), Busetto et al. (2020), and Majid et al. (2017),
conducting interviews in a qualitative study involves several
important steps to ensure a systematic and insightful data
collection process. The researchers followed a systematic
research process to conduct interviews and gather valuable
insights. First, the researchers established clear research
objectives, questions, and topics to guide participant
selection and shape the interview questions. The researchers
then selected participants using purposive sampling,
considering their characteristics and experiences relevant to
the study. The researchers developed open-ended interview
4Journal of Applied Learning & Teaching Vol.6 No.1 (2023)
questions that encouraged participants to share detailed
and meaningful perspectives. A pilot test was conducted to
rene the questions and ensure clarity. Informed consent was
obtained from participants, and the researchers scheduled
and conducted interviews in comfortable settings, respecting
participants’ preferences. Active listening was emphasised
during the interviews, and the researchers took detailed
notes or recorded the interviews with consent. The recorded
interviews were transcribed for easy analysis and coding.
The researchers applied content analysis to identify patterns,
themes, and relationships within the data. The ndings were
validated through data triangulation and sought participant
feedback. Finally, the researchers interpreted the ndings
in light of the research objectives and relevant theoretical
frameworks, uncovering key insights and implications for a
comprehensive understanding of the research topic.
The interview protocol used in this study was designed to
elicit feedback from both educators and students about
their perceptions of ChatGPT as a tool for academic support.
The protocol included open-ended questions that allowed
participants to provide detailed and nuanced responses
to the topics of interest. The interviews were conducted
in English, with participants having the option to choose
between in-person or remote sessions based on their
preference. Additionally, to facilitate further analysis, the
interviews were audio-recorded. Moreover, the present
study also used the documentary method to examine
relevant survey questions from secondary data. The interview
questions were as follows:
How has ChatGPT impacted your learning
experience as a student or educator?
What benets do you see in using ChatGPT to
answer routine questions and reduce educators’
workload?
How do you ensure the accuracy and reliability of
the information provided by ChatGPT, especially
in sensitive or complex topics?
What is your opinion on the potential loss of
personal interaction between educators and
students due to the use of ChatGPT?
How do you think ChatGPT providers can ensure
the privacy and security of personal information
shared through the chatbot?
In what ways do you think ChatGPT could be
improved to better serve the needs of educators
and students?
How do you balance using technology like
ChatGPT with human interaction and support in
the classroom?
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The study utilised purposive sampling to select a sample of
25 key informants (ten educators and 15 students), a widely
recognised qualitative research technique that involves
deliberately selecting a sample based on the researchers’
expertise that best suits the study’s objectives. This method
aims to gather comprehensive knowledge about a particular
population or phenomenon of interest (Woodeson et al.,
2023; Zickar & Keith, 2023). The inclusion of higher education
teachers in the study was based on their experience,
expertise, and familiarity with the subject matter under
investigation. The intention was to involve individuals who
could oer valuable insights and perspectives regarding the
research topic. Similarly, a purposive sampling approach was
adopted for higher education students, targeting individuals
who were actively enrolled in programs or courses that
implemented ChatGPT. By specically selecting students
studying in the relevant eld, the researchers aimed to
gather information that would be highly informative and
representative of the target population.
To qualify for participation in the study, individuals had to
satisfy three inclusion criteria: 1) they needed to be at least
18 years old; 2) they needed to be Thai educators teaching or
students studying in a higher education institution located
in Krabi, Thailand; and 3) they needed to have current
knowledge and experience in using ChatGPT. To obtain their
informed consent and adhere to ethical research practices,
participants were informed of the study’s goals prior to
participating in interviews or any other research activity. The
interview data were gathered in February 2023. The data
collected were analysed using content analysis, a systematic
and objective approach to describing and quantifying
specic phenomena from verbal, visual, or written data (Deri,
2022; Jangjarat et al., 2023; Namraksa & Kraiwanit, 2023).
NVivo, a qualitative data analysis tool used to organise and
analyse large data sets, was also utilised (Woodeson et al.,
2023).
The researchers interviewed ten educators and 15 students
to gather their perceptions on using ChatGPT in education
during the digital era. Table 1 presents the respondents’
information, including their gender, age, and occupation,
as well as the date and time of the interviews. The sample
comprised ten higher education teachers, with an equal
distribution of ve males and ve females. Their ages ranged
from 21 to 42. Additionally, 15 higher education students
were interviewed, consisting of nine males and six females.
All of the student participants were 18 years old.
Results
The study identied several themes based on their
responses, including positive perception, reduced workload,
information accuracy, personal interaction loss, and data
privacy. The interviews and analysis were conducted using
content analysis and NVivo software. A word frequency
query was employed to enhance the understandability of
the results, and the words that the participants commonly
used during the interviews were visualised in a word cloud
(Figure 1).
Positive perception
Educators praised ChatGPT for its ability to quickly respond
to students’ questions and provide additional resources
to enhance their understanding of a given topic. Some
5Journal of Applied Learning & Teaching Vol.6 No.1 (2023)
Table 1. Demographic information on the respondents and
interview dates and times.
Figure 1. Word cloud.
educators also noted that ChatGPT helped to reduce their
workload by answering common questions and freeing up
time for them to focus on more complex issues. Likewise,
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
stay on track with their studies. Some students also noted
that ChatGPT made them feel more condent 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 ooading 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 condent 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
support helped to increase student motivation
and engagement (educator).
While ChatGPT is useful for routine tasks, it cannot
replace the personalised support and guidance
that educators provide (educator).
6Journal of Applied Learning & Teaching Vol.6 No.1 (2023)
Accuracy of information
Some participants expressed concerns about the accuracy
and reliability of the information provided by the chatbot.
They worried ChatGPT might provide incorrect or
incomplete information, potentially harming students’
learning outcomes. Some participants noted that ChatGPT’s
responses were based on pre-programmed algorithms,
which might not always account for the specic nuances of a
given question or topic. As a result, they felt that the chatbot
might provide answers that were not entirely accurate or
appropriate for the situation. Moreover, participants also
pointed out that ChatGPT’s responses were based on the
quality of the data used to train it and that errors or biases
in the training data could lead to inaccurate responses. This
was seen as a particular concern in cases where ChatGPT was
used to provide guidance on sensitive or complex topics,
such as mental health or social justice issues. To address
these concerns, some participants suggested that educators
and students should be encouraged to critically evaluate
the information provided by ChatGPT and seek additional
information sources when necessary. Others suggested
that ChatGPT should be regularly monitored and updated
to ensure that it was providing accurate and up-to-date
information. Overall, while participants acknowledged the
potential benets of ChatGPT as a tool for giving academic
support, they also recognised the importance of ensuring
that the information provided was accurate and reliable.
I worry that ChatGPT might provide incomplete or
incorrect information that could harm students’
learning outcomes (educator).
The chatbot’s responses are based on pre-
programmed algorithms that may not account
for specic nuances, leading to inaccurate or
inappropriate answers (educator).
Errors or biases in the training data used for
ChatGPT could lead to inaccurate responses,
especially in cases where sensitive or complex
topics are involved (educator).
Loss of personal interaction
Participants observed that personal interaction between
educators and students could be instrumental in building
trust, establishing rapport, and fostering a sense of
community in the classroom. They noted that face-to-face
interactions allowed for more nuanced and empathetic
responses to students’ needs and concerns and could help
to promote a deeper understanding of course materials.
Participants also pointed out that personal interactions
with educators could be especially important for students
struggling academically or facing personal challenges. They
noted that educators could provide personalised support
and guidance that might not be possible through a chatbot
and that this support could be crucial for helping students
to succeed. To address these concerns, some participants
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
educators should also be available to provide personalised
support and establish meaningful connections with their
students. Overall, participants recognised the potential
benets of ChatGPT as a tool for providing academic
support but also emphasised the importance of maintaining
personal interaction between educators and students as a
key component of the educational experience.
Personal interaction between educators and
students could be instrumental in building trust,
establishing rapport, and fostering a sense of
community in the classroom (educator).
Educators could provide personalised support
and guidance that might not be possible through
a chatbot, and this support could be crucial for
helping students to succeed (educator).
Chatbots could be useful for providing initial
support and guidance, but educators should also
be available to provide personalised support and
to establish meaningful connections with their
students (student).
Data privacy issue
Participants pointed out that using ChatGPT involved
sharing personal information, such as students’ names, email
addresses, and academic performance. They were worried
that unauthorised individuals could access this information
or use it for purposes other than academic support. They
were also concerned about the potential for data breaches
or cyber-attacks that could compromise their personal
information. To address these concerns, the participants
suggested that ChatGPT providers implement robust data
protection measures, such as access controls, to ensure
the privacy and security of personal information. They
suggested that educators and students should be provided
with clear information about how their data would be used
and protected and should be given the option to opt out
of using ChatGPT if they had concerns about data privacy.
Overall, participants recognised the potential benets of
ChatGPT as a tool for providing academic support. However,
they emphasised the need for strong data protection
measures and clear communication about data privacy to
ensure students’ personal information was secure and used
only for its intended purposes.
I am concerned about the amount of personal
information that would be shared through
ChatGPT and how it would be protected from
potential cyber-attacks or misuse by unauthorised
individuals (student).
Data protection should be a top priority when
using ChatGPT in educational settings. Robust
access controls should be implemented to ensure
that personal information is secure and not
accessed by unauthorised individuals (student).
7Journal of Applied Learning & Teaching Vol.6 No.1 (2023)
It is important that educators and students are
provided with clear information about how their
personal data will be used and protected by
ChatGPT providers and given the option to opt
out if they have concerns about data privacy
(educator).
Classroom toolkit: Utilising ChatGPT as a resource
Incorporating ChatGPT as a resource in the classroom
can bring various benets and enhance student learning
experiences. This toolkit provides guidance on how educators
can eectively utilise ChatGPT to support teaching and
learning. Including a toolkit showcasing how ChatGPT can
be used as a resource in the classroom would be benecial.
This includes:
Generating ideas: Encourage students to use
ChatGPT to brainstorm and generate ideas for
various assignments, projects, or research topics.
It can provide a starting point or spark creativity
(Cox & Tzoc, 2023; Kilinç, 2023).
Immediate feedback: Leverage ChatGPT for
instant feedback on student work. Students can
input their written responses, essays, or code, and
ChatGPT can provide constructive suggestions
and highlight areas for improvement (Kilinç, 2023).
Answering questions: Encourage students to
utilise ChatGPT to nd quick answers to factual
or conceptual questions related to the subject
matter. It can serve as a convenient resource for
students to clarify doubts (Cox & Tzoc, 2023;
Dwivedi et al., 2023).
Summarising texts: Students can input lengthy
texts, articles, or research papers into ChatGPT to
obtain concise summaries. This can help students
quickly grasp key ideas and concepts (Ray, 2023;
Sun & Hoelscher, 2023).
Language support: ChatGPT can assist students
in improving their language skills. It can help
with grammar, vocabulary, sentence structure,
and overall language uency, acting as a virtual
language tutor (Moqbel & Al-Kadi, 2023; Sun &
Hoelscher, 2023).
Independent learning: Encourage students to
explore topics independently using ChatGPT.
They can input keywords or questions to access
relevant information and resources, promoting
self-directed learning (Rasul et al., 2023).
Ethical use: Emphasise the importance of using
ChatGPT ethically and responsibly. Educate
students about the limitations and potential biases
of AI models and encourage critical thinking when
evaluating the information provided by ChatGPT
(Mhlanga,2023).
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The toolkit serves as a guide to incorporating ChatGPT
as a resource in the classroom. It oers suggestions for
leveraging its capabilities to enhance student learning,
foster independent inquiry, and provide additional support.
However, it is essential to maintain a balance between
utilising AI tools and promoting human interaction, critical
thinking, and deep engagement with the subject matter
(Frąckiewicz, 2023; Hassani & Silva, 2023; Kilinç, 2023).
Discussion
This study explained the perceptions of educators and
students on the use of ChatGPT in education during the
digital era. The perceptions of educators and students
regarding the integration of ChatGPT in education during
the digital era are generally positive. ChatGPT was viewed as
a helpful tool for providing immediate feedback, answering
questions, and reducing the workload of educators.
Educators and students appreciate the chatbot’s ability to
provide immediate feedback, answer questions, and provide
support outside regular classroom hours. However, there
are concerns about the accuracy of the information supplied
by ChatGPT and the potential loss of personal interaction
with teachers. The potential benets of using ChatGPT in
education, as perceived by educators and students, include
increased eciency in answering routine questions, freeing
up time for educators to focus on higher-order tasks, and
providing students with immediate feedback and academic
support. However, there are also potential challenges, such
as concerns about the accuracy of information provided by
ChatGPT, the need for privacy and data security, and the
possible loss of personal interaction between educators and
students. These challenges need to be addressed to ensure
that ChatGPT is used eectively and safely in the educational
setting.
The ndings were consistent with several studies. For
instance, Rahman et al. (2023) have highlighted the practical
applications of ChatGPT in academic research, including new
idea generation, outlining research topics, and summarising
large texts to identify key ndings. However, they also
observed some limitations in using ChatGPT to write an
academic article, such as the potential for misleading research
problems, questions, and gaps. Additionally, ChatGPT
cannot conduct statistical analysis due to its inability to
access datasets. Therefore, the researchers recommend that
ChatGPT be used as an e-research assistant to complement
a researcher’s work and improve eciency rather than as
a tool to write a research article alone. It is important for
researchers to take accountability for using ChatGPT and to
mention its use in the article to maintain research integrity.
In conclusion, while ChatGPT has its limitations, it can still
be a valuable tool for academic researchers when used in
conjunction with human control and transparency.
Moreover, Fauzi et al. (2023) indicated that ChatGPT could
signicantly contribute to improving student productivity
by providing useful information and resources, improving
language skills, facilitating collaboration, improving time
eciency and eectiveness, and providing support and
motivation. However, ChatGPT should be viewed as an adjunct
to, not a substitute for, human interaction and students’
8Journal of Applied Learning & Teaching Vol.6 No.1 (2023)
hard work in learning and achieving their academic goals.
Gupta et al. (2023) concluded that ChatGPT demonstrated
high accuracy in coming up with novel ideas for systematic
reviews, suggesting potential applications outside of plastic
surgery research. According to the authors, ChatGPT may
also be used for patient education, virtual consultations,
preoperative planning, and postoperative care, providing a
simple answer to the challenging problems encountered in
the eld of plastic surgery.
Furthermore, Sok and Heng (2023) have found that
ChatGPT has the potential to bring signicant benets to
students, educators, and researchers. These benets include
improved formative and summative evaluations, enhanced
pedagogical practices, support for personalised learning,
academic outline generation, and idea brainstorming for
articles or essays. However, it is crucial to acknowledge
that ChatGPT also has its limitations, such as the risk of
academic integrity, biased evaluations, factual inaccuracies,
and over-reliance on AI that may hinder the development
of important life skills. Therefore, these limitations must be
addressed to ensure the eective use of this transformative
AI tool for education and research. By doing so, ChatGPT
can be leveraged as a valuable tool to enhance learning and
research while promoting ethical and responsible use.
Conclusion
Based on the study’s results, it can be concluded that ChatGPT
has the potential to be a valuable educational tool in the
digital era. Both educators and students had a generally
positive perception of the chatbot’s use in education, and
educators noted that it could reduce their workload by
answering routine questions. However, concerns were raised
about the accuracy of information provided by the chatbot,
the potential loss of personal interaction with teachers, and
the need for privacy and data security. To ensure the eective
and ethical implementation of ChatGPT in education, it is
recommended that educators and policymakers carefully
consider the benets and drawbacks of its use. Educators
should also provide guidance and training to students on
eectively using ChatGPT as an educational tool.
Additionally, eorts should be made to address the
concerns raised, including improving the accuracy of
information provided by ChatGPT, nding ways to maintain
personal interaction between educators and students, and
prioritising data privacy and security. Overall, this study
provides valuable insights into the perceptions of educators
and students on using ChatGPT in education and oers
recommendations for its implementation. Future research
could explore the long-term eects of using ChatGPT in
education and compare its eectiveness with traditional
teaching methods.
The present study contributes to a deeper understanding of
the topic by focusing on the perceptions of educators and
students in Krabi, Thailand, regarding the use of ChatGPT
in education during the digital era. By narrowing the scope
to this specic context, the study provides valuable insights
not extensively explored in the Thai educational setting,
adding to the existing body of knowledge. By focusing
on educators’ and students’ perspectives, the study sheds
light on their experiences, opinions, and concerns related
to integrating ChatGPT in educational settings. The ndings
of this research contribute to the existing body of literature
on ChatGPT by expanding the knowledge base and oering
new insights. The outcomes provide researchers with a
foundation for further investigations in this eld, as they
highlight important aspects that can be explored in future
studies. Scholars can build upon these ndings to delve
into previously unexplored elements, such as the specic
pedagogical approaches that can maximise the benets
of ChatGPT, strategies for addressing its limitations, or the
impact of ChatGPT on dierent subject areas or student
populations. By oering valuable insights and implications,
this study adds to the existing literature on ChatGPT in
education during the digital era, enriching the understanding
of its potential benets, challenges, and perspectives of key
stakeholders. It serves as a stepping stone for future research
endeavours, providing a basis for researchers to expand their
research horizons and contribute to the ongoing discourse
surrounding the eective and responsible use of ChatGPT in
educational contexts.
As with any study, some limitations should be acknowledged.
Firstly, the study was conducted in a specic location (Krabi,
Thailand) with limited sample size. Thus, the ndings
may not be generalisable to other contexts, and future
research should include a more diverse and larger sample
size. Secondly, the study focuses only on the perceptions
of educators and students towards the use of ChatGPT in
education. It would be interesting to explore the views of
other stakeholders, such as administrators, parents, and
policymakers. Thirdly, the study only examined the use
of ChatGPT in providing immediate feedback, answering
questions, and reducing workload. Future research could
investigate other potential uses of chatbots in education,
such as personalised learning, student engagement, and
assessment. Fourthly, the study highlights some concerns
regarding the accuracy of information provided by the
chatbot, loss of personal interaction with teachers, and data
security. Future research could explore ways to address
these concerns and ensure the successful implementation
of chatbots in education. Overall, while the study provides
a valuable contribution to the discourse on using ChatGPT
in education, further research is needed to fully explore the
potential benets and challenges of chatbot implementation
in learning environments. The ndings of these studies could
inform the development of evidence-based implementation
strategies for ChatGPT in education and provide insights for
further innovation in education technology.
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