## 4 Discussion
The results obtained in this study are in agreement with the findings of other studies. Table 12 examines the performance of ChatGPT, potential issues associated with ChatGPT, and the use of this tool for enhancing learning. For a more exhaustive comparison among the literature results, see [77]. While ChatGPT can be a valuable tool in BL methodologies, there are some concerns that should be addressed:  
* Reliability issues: ChatGPT can provide incorrect, inaccurate, or outdated information, which can lead to misunderstandings or misconceptions in an educational environment [80,81]. Students' opinions show a rather lukewarm average confidence, especially when it comes to the calculations provided. The convenience sample does not allow these results to be extended to the entire university student community, as the specific group is from an engineering discipline with quite high profile. * Cheating: AI-generated content may be used to complete assignments and out-of-the-classroom exercises, weakening the learning process, and undermining the acquisition of key competences. The results obtained show a high use of this tool in the academic field, suggesting its use in completing tasks and assignments. Although students' opinions indicate that they do not believe this usage affects the assimilation of key skills, the reality may differ significantly, and it may still take some time to accurately measure the consequences on the learning process. * Over-reliance on AI: Results from the questionnaire indicate that ChatGPT is widely use. Its ease of use and high accessibility across different platforms have allowed ChatGPT to revolutionize the use of AI in the academic environment. However, students may become too dependent on ChatGPT for problem-solving and knowledge acquisition, hindering the development of critical thinking skills and self-reliance. * Accessibility: Despite the low requirements needed to use the tool, and its ease of use, not all students may have equal access to it due to technological or financial constraints, leading to potential inequalities in learning opportunities. \begin{table}
\begin{tabular}{p{113.8 pt} p{113.8 pt} p{113.8 pt}} \hline \hline
**Item** & **Studies** & **Conclusions** & **Description** \\ \hline Performance & [78, 80, 82] & In agreement & Performance depends on the subject. Same issues found in mathematics Limited accuracy and reliability. Helps providing answers, solving problems and preparing tests. \\ \hline \hline \end{tabular}
\end{table} 
Table 12: Literature review. Figure 2: ChatGPT word cloud from recent literature [2, 12, 13, 2, 20, 21, 22, 23] generated by Nubedepalabras (accessed on 5 May 2023) [76]. * Teacher-student interaction: The regular use of this tool when encountering difficulties in the learning process can substantially reduce the amount of interaction between teachers and students. This reduces the teacher's opportunities to supervise and guide the students in the assimilation of knowledge and competencies. * Not controlled environment: Although students have access to a wealth of information on the internet, books, videos, etc., in a blended learning environment, many activities do not take place in a controlled setting. Teachers rely on students using technology to obtain certain answers. However, ChatGPT's adaptability and ability to personalize the problems posed may oversimplify the information-seeking process, the ability to critically analyze responses, and weaken the learning process. * Assessment challenges: The emergence of ChatGPT calls into question the usual way of assessing content acquisition. The results presented by students and the content generated by them (essays, articles, and projects) must be carefully monitored. It will take time to establish ChatGPT's potential and determine which tests will and will not be representative of the knowledge generated and acquired.