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Using ChatGPT in Education: Human Reflection on ChatGPT’s Self-Reflection

Author

Listed:
  • Eugène Loos

    (School of Governance, Utrecht University, 3511 ZC Utrecht, The Netherlands)

  • Johanna Gröpler

    (TH Wildau College, University of Applied Sciences Wildau, 15745 Wildau, Germany)

  • Marie-Louise Sophie Goudeau

    (Utrecht University Library, 3508 TC Utrecht, The Netherlands)

Abstract

ChatGPT is a fascinating AI text generator tool. It is a language model developed by OpenAI, a research and deployment company with the mission, according to OpenAI’s website: “to ensure that artificial general intelligence benefits all of humanity”. ChatGPT is able to generate human-like texts. But how does it work? What about the quality of the texts it provides? And is it capable of being self-reflective? Information sources must be efficient, effective and reliable in education, in order to enhance students’ learning process. For this reason, we started a dialogue with ChatGPT-3 while using, among others, a SWOT analysis it generated about its own functioning in an educational setting. This enabled us, as human authors, to analyze the extent to which this AI system is able to practice self-reflection. Finally, the paper sketches implications for education and future research.

Suggested Citation

  • Eugène Loos & Johanna Gröpler & Marie-Louise Sophie Goudeau, 2023. "Using ChatGPT in Education: Human Reflection on ChatGPT’s Self-Reflection," Societies, MDPI, vol. 13(8), pages 1-18, August.
    • Handle: RePEc:gam:jsoctx:v:13:y:2023:i:8:p:196-:d:1221959
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    References listed on IDEAS

    as
    1. Chris Stokel-Walker, 2023. "ChatGPT listed as author on research papers: many scientists disapprove," Nature, Nature, vol. 613(7945), pages 620-621, January.
    2. Tyna Eloundou & Sam Manning & Pamela Mishkin & Daniel Rock, 2023. "GPTs are GPTs: An Early Look at the Labor Market Impact Potential of Large Language Models," Papers 2303.10130, arXiv.org, revised Aug 2023.
    3. Chokri Kooli, 2023. "Chatbots in Education and Research: A Critical Examination of Ethical Implications and Solutions," Sustainability, MDPI, vol. 15(7), pages 1-15, March.
    Full references (including those not matched with items on IDEAS)

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    Cited by:

    1. Yakup Balanteki̇n, 2026. "Improving students’ reading, comprehension, and reading motivation through texts generated from their prompts using ChatGPT-4: a mixed-method study," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 13(1), pages 1-15, December.
    2. Lian, Ying & Tang, Huiting & Xiang, Mengting & Dong, Xuefan, 2024. "Public attitudes and sentiments toward ChatGPT in China: A text mining analysis based on social media," Technology in Society, Elsevier, vol. 76(C).
    3. Carlos Alexandre Gouvea da Silva & Felipe Negrelle Ramos & Rafael Veiga de Moraes & Edson Leonardo dos Santos, 2024. "ChatGPT: Challenges and Benefits in Software Programming for Higher Education," Sustainability, MDPI, vol. 16(3), pages 1-23, February.

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