# ChatGPT in Education: A Systematic Review on Opportunities, Challenges, and Future Directions
## 3 Related Works
\begin{table}
\begin{tabular}{c c c c c c} \hline \hline
**Ref.** & **Year** & **Methods** & **Dataset** & **Findings** & **Limitations** \\ \hline
[31] & 2023 & \begin{tabular}{c} Critical \\ analysis, \\ literature \\ review \\ \end{tabular} & \begin{tabular}{c} Research on \\ OpenAI, \\ ChatGPT, and \\ education in \\ developing \\ economies \\ \end{tabular} & \
\begin{tabular}{c} ChatGPT presents significant \\ opportunities for advancement in \\ education, particularly in developing \\ economies, but also has potential \\ drawbacks. \\ \end{tabular} &
\begin{tabular}{c} The study primarily focuses on \\ understanding the technology’s \\ impact, but may not fully capture \\ the real-world challenges in the \\ implementation of \\ such technologies. \\ \end{tabular} \\ \hline
[32] & 2020 & \begin{tabular}{c} Theoretical \\ framework \\ (IDEE), \\ exploration of \\ benefits and \\ challenges \\ \end{tabular} & \begin{tabular}{c} Research on \\ ChatGPT, \\ GPT-4, and \\ educative AI in \\ education \\ \end{tabular} & \
\begin{tabular}{c} Benefits include personalized learning, \\ efficient feedback, and more, but \\ challenges include untested effectiveness, \\ data limitations, and ethical concerns. \\ \end{tabular} &
\begin{tabular}{c} Uncertainty about the effectiveness \\ of the technology, and \\ ethical/safety concerns need \\ further exploration. \\ \end{tabular} \\ \hline
[33] & 2023 & \begin{tabular}{c} Exploratory \\ study, \\ literature \\ synthesis \\ \end{tabular} & \begin{tabular}{c} Recent extant \\ literature on \\ ChatGPT in \\ education \\ \end{tabular} & \
\begin{tabular}{c} ChatGPT promotes personalized \\ learning, interactive learning, and \\ formative assessment generation. It helps \\ inform teaching but has limitations like \\ wrong information, biases, and \\ privacy issues. \\ \end{tabular} &
\begin{tabular}{c} ChatGPT generates incorrect \\ information, biases in training \\ data, privacy concerns, and \\ potential bias amplification. \\ \end{tabular} \\ \hline
[34] & 2024 & \begin{tabular}{c} Pilot study, \\ case study \\ approach \\ \end{tabular} & \begin{tabular}{c} Three chatbot \\ prototypes under \\ development at \\ Warwick Manufacturing Group, \\ University of \\ Warwick \\ \end{tabular} & \
\begin{tabular}{c} Chatbot show potential in educational \\ simulation, software training, and \\ helpdesk support. The prototypes aimed \\ to support a Master’s simulation game, \\ software training, and department \\ helpdesk requests. \\ \end{tabular} &
\begin{tabular}{c} Limited to university setting, and \\ specific focus on technical \\ challenges and AI chatbot \\ development in \\ educational contexts. \\ \end{tabular} \\ \hline
[35] & 2024 & \begin{tabular}{c} Quantitative, \\ descriptive \\ research \\ \end{tabular} & \begin{tabular}{c} 143 students \\ from two public \\ universities in \\ Islamabad \\ \end{tabular} & \
\begin{tabular}{c} Most students agreed on the benefits of \\ AI tools for academics. However, \\ concerns about academic integrity, \\ regulations, privacy, cognitive biases, \\ gender and diversity, accessibility, and \\ commercialization raised. \\ \end{tabular} &
\begin{tabular}{c} Focused only on students from \\ two universities in Islamabad, \\ which may limit the \\ generalizability of results. \\ \end{tabular} \\ \hline
[36] & 2023 & \begin{tabular}{c} Quantitative \\ research \\ (survey), \\ Structural \\ Equation \\ Modeling \\ (SEM) \\ \end{tabular} & \begin{tabular}{c} 520 students \\ from a public \\ university in \\ Saudi Arabia \\ (SA) \\ \end{tabular} & \
\begin{tabular}{c} Significant direct effects of performance \\ expectancy (PE), social influence (SI), and \\ effort expectancy (EE) on behavioral \\ intention (BI) and actual use of ChatGPT. \\ Partial mediation of BI between PE, SI, \\ FC, and actual use. Full mediation of BI \\ between EE and actual use. FCs had no \\ significant effect. \\ \end{tabular} &
\begin{tabular}{c} Limited to one university in Saudi \\ Arabia and did not consider \\ external resources and support for \\ ChatGPT use. \\ \end{tabular} \\ \hline
[37] & 2023 & \begin{tabular}{c} Quantitative \\ research \\ (survey), \\ SEM \\ \end{tabular} & \
\begin{tabular}{c} 458 participants \\ (students) using \\ ChatGPT for \\ smart education \\ systems \\ \end{tabular} &
\begin{tabular}{c} Perceived ease of use and perceived \\ usefulness were significant predictors of \\ users’ attitudes towards ChatGPT. \\ Feedback quality, assessment quality, and \\ subject norms positively influenced users’ \\ behavioral intentions. Positive attitudes \\ and intentions led to actual adoption. \\ \end{tabular} \\ \hline
[38] & 2023 & \begin{tabular}{c} Systematic \\ literature \\ review \\ (PRISMA \\ framework) \\ \end{tabular} & \
\begin{tabular}{c} 550 articles \\ (collected \\ between \\ December 2022 \\ and May 2023), \\ final 30 articles \\ selected \\ \end{tabular} &
\begin{tabular}{c} Perceived ease of use and perceived \\ usefulness were significant predictors of \\ users’ attitudes towards ChatGPT. \\ Feedback quality, assessment quality, and \\ subject norms positively influenced users’ \\ behavioral intentions. Positive attitudes \\ and intentions led to actual adoption. \\ \end{tabular} \\ \hline
[38] & 2023 & \begin{tabular}{c} Systematic \\ literature \\ review \\ (PRISMA \\ framework) \\ \end{tabular} & \
\begin{tabular}{c} 550 articles \\ (collected \\ between \\ December 2022 \\ and May 2023), \\ final 30 articles \\ selected \\ \end{tabular} &
\begin{tabular}{c} ChatGPT seen as a tool with both \\ opportunities and challenges in academic \\ writing. It helps learners and instructors \\ but requires updated training, policies, \\ and assessments to address issues like \\ assessment methods and integrity. \\ \end{tabular} \\ \hline \end{tabular}
\end{table}