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| Format: | Preprint |
| Published: |
2024
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| Online Access: | https://arxiv.org/abs/2403.13487 |
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| _version_ | 1866909143645814784 |
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| author | Chukwuere, Joshua Ebere |
| author_facet | Chukwuere, Joshua Ebere |
| contents | The integration of generative Artificial Intelligence (AI) chatbots in higher education institutions (HEIs) is reshaping the educational landscape, offering opportunities for enhanced student support, and administrative and research efficiency. This study explores the future implications of generative AI chatbots in HEIs, aiming to understand their potential impact on teaching and learning, and research processes. Utilizing a narrative literature review (NLR) methodology, this study synthesizes existing research on generative AI chatbots in higher education from diverse sources, including academic databases and scholarly publications. The findings highlight the transformative potential of generative AI chatbots in streamlining administrative tasks, enhancing student learning experiences, and supporting research activities. However, challenges such as academic integrity concerns, user input understanding, and resource allocation pose significant obstacles to the effective integration of generative AI chatbots in HEIs. This study underscores the importance of proactive measures to address ethical considerations, provide comprehensive training for stakeholders, and establish clear guidelines for the responsible use of generative AI chatbots in higher education. By navigating these challenges, and leveraging the benefits of generative AI technologies, HEIs can harness the full potential of generative AI chatbots to create a more efficient, effective, inclusive, and innovative educational environment. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2403_13487 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | The future of generative AI chatbots in higher education Chukwuere, Joshua Ebere Computers and Society The integration of generative Artificial Intelligence (AI) chatbots in higher education institutions (HEIs) is reshaping the educational landscape, offering opportunities for enhanced student support, and administrative and research efficiency. This study explores the future implications of generative AI chatbots in HEIs, aiming to understand their potential impact on teaching and learning, and research processes. Utilizing a narrative literature review (NLR) methodology, this study synthesizes existing research on generative AI chatbots in higher education from diverse sources, including academic databases and scholarly publications. The findings highlight the transformative potential of generative AI chatbots in streamlining administrative tasks, enhancing student learning experiences, and supporting research activities. However, challenges such as academic integrity concerns, user input understanding, and resource allocation pose significant obstacles to the effective integration of generative AI chatbots in HEIs. This study underscores the importance of proactive measures to address ethical considerations, provide comprehensive training for stakeholders, and establish clear guidelines for the responsible use of generative AI chatbots in higher education. By navigating these challenges, and leveraging the benefits of generative AI technologies, HEIs can harness the full potential of generative AI chatbots to create a more efficient, effective, inclusive, and innovative educational environment. |
| title | The future of generative AI chatbots in higher education |
| topic | Computers and Society |
| url | https://arxiv.org/abs/2403.13487 |