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Redefining Educational Terrain: The Integration Journey of ChatGPT

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Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom

Part of the book series: Studies in Big Data ((SBD,volume 144))

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Abstract

Advancements in technology have dramatically reshaped our modes of learning, instruction, and information access. From immersive e-learning platforms to interactive educational simulations, technological tools have transformed traditional educational settings into dynamic, interactive, and comprehensive learning spaces. A notable stride in this direction is the emergence of ChatGPT (Generative Pre-trained Transformer), a cutting-edge AI tool that curates personalized learning by providing bespoke feedback and detailed explanations to learners. While there is abundant research on the adoption of e-learning platforms, the exploration of ChatGPT’s acceptance and utilization remains relatively uncharted. Addressing this research void, our study introduces a holistic model, synergizing the constructs of Information Quality and System Quality. To substantiate the model, a questionnaire was disseminated among 278 university students in the UAE, with the data subsequently analyzed using partial least squares-structural equation modeling (PLS-SEM). Results underscored the paramount significance of Information Quality and System Quality as primary determinants driving students’ inclination towards using ChatGPT-integrated learning platforms. This research augments the existing discourse on AI in education, presenting pivotal insights for educators, decision-makers, and AI solution architects. Such insights are instrumental in honing AI technologies to resonate with user preferences, while simultaneously considering overarching environmental considerations.

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Author information

Authors and Affiliations

  1. Health Economic and Financing Group, University of Sharjah, Sharjah, UAE

    Said A. Salloum

  2. School of Science, Engineering, and Environment, University of Salford, Salford, UK

    Said A. Salloum

  3. Department of Health Service Administration, College of Health Sciences, University of Sharjah, Sharjah, UAE

    Amina Almarzouqi

  4. MBA Department, College of Business, City University Ajman, Ajman, UAE

    Ahmad Aburayya & Fanar Shwedeh

  5. HRM Department, College of Business, City University Ajman, Ajman, UAE

    Brihan Fatin, Zainab Al Ghurabli & Tamadher Al Dabbagh

  6. Faculty of Computing and Meta-Technology, Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia

    Raghad Alfaisal

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  1. Said A. Salloum
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  2. Amina Almarzouqi
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  3. Ahmad Aburayya
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  4. Fanar Shwedeh
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  5. Brihan Fatin
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  6. Zainab Al Ghurabli
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  7. Tamadher Al Dabbagh
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  8. Raghad Alfaisal
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Corresponding author

Correspondence to Said A. Salloum .

Editor information

Editors and Affiliations

  1. University of Sharjah, Sharjah, United Arab Emirates

    Amina Al-Marzouqi

  2. University of Sharjah, Sharjah, United Arab Emirates

    Said A. Salloum

  3. University of Sharjah, University City, Sharjah, United Arab Emirates

    Mohammed Al-Saidat

  4. City University Ajman, Ajman, United Arab Emirates

    Ahmed Aburayya

  5. City University Ajman, Ajman, United Arab Emirates

    Babeet Gupta

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Salloum, S.A. et al. (2024). Redefining Educational Terrain: The Integration Journey of ChatGPT. In: Al-Marzouqi, A., Salloum, S.A., Al-Saidat, M., Aburayya, A., Gupta, B. (eds) Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom. Studies in Big Data, vol 144. Springer, Cham. https://doi.org/10.1007/978-3-031-52280-2_11

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