# ChatGPT in Education: A Systematic Review on Opportunities, Challenges, and Future Directions
## 3 Related Works
\begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Ref.** & **Year** & **Methods** & **Dataset** & **Findings** & **Limitations** \\ \hline
[3] & 2024 & Empirical Study & \begin{tabular}{c} 30 theory- \\ based and \\ application- \\ based ChatGPT \\ tests \\ \end{tabular} & \
\begin{tabular}{c} ChatGPT provides a platform for \\ students to seek answers to theory-based \\ questions and generate ideas for \\ application-based questions and allows \\ instructors to integrate technology in \\ classrooms. It can replace search engines \\ by providing accurate and reliable input \\ to students. \\ \end{tabular} &
\begin{tabular}{c} ChatGPT may lead to unethical \\ use by students, contributing to \\ human unintelligence and \\ unlearning. It presents challenges \\ for instructors in differentiating \\ between students who rely on \\ automation and those who do not, \\ and measuring learning outcomes. \\ \end{tabular} \\ \hline
[4] & 2024 & Online Survey & 201 HE students in Peru & \
\begin{tabular}{c} Perceived Ethics (B = 0.856) and Student \\ Concerns (B = 0.802). Findings suggest \\ that students’ knowledge and positive \\ attitudes toward ChatGPT do not \\ guarantee its effective adoption and use. \\ The dependence on ChatGPT raises \\ ethical concerns. \\ \end{tabular} &
\begin{tabular}{c} Perceived Ethics (B = 0.856) and Student \\ Concerns (B = 0.802). Findings suggest \\ that students’ knowledge and positive \\ between the use of ChatGPT and \\ perceived ethics. Further studies \\ with diverse HE samples needed. \\ \end{tabular} \\ \hline
[5] & 2023 & Literature Review & Not specified & \
\begin{tabular}{c} ChatGPT has demonstrated remarkable \\ proficiency, including passing the US bar \\ law exam, and quickly gained over a \\ million subscribers. It can generate \\ humanlike text and facilitate \\ automated conversations. \\ \end{tabular} &
\begin{tabular}{c} Mixed reactions in \\ education—some educators view \\ it as a progressive step, while \\ others are concerned it may reduce \\ analytical skills and promote \\ misconduct. Concerns regarding \\ its widespread use and opacity \\ remain within the \\ scientific community. \\ \end{tabular} \\ \hline
[6] & 2023 & \begin{tabular}{c} Ethical \\ Reflection and Argumentation \\ \end{tabular} & \begin{tabular}{c} Personal \\ experience, \\ academic policy \\ review \\ \end{tabular} & \
\begin{tabular}{c} The paper presents a perspective on how \\ students could defend their use of \\ ChatGPT in academic settings, arguing \\ that AI is a tool and not a person, and \\ thus does not require attribution. The \\ author suggests that the use of AI like \\ ChatGPT might not constitute cheating or \\ plagiarism, as long as the process aligns \\ with educational goals and standards. \\ \end{tabular} &
\begin{tabular}{c} The need for universities to adjust \\ academic dishonesty definitions to \\ address AI use, but also to avoid \\ automatic reactions like hanning AI. \\ The author suggests that defining \\ cheating to include AI use only \\ when prohibited by the instructor \\ would offer more flexibility. \\ However, a change in academic \\ policy might not universally resolve \\ ethical concerns. \\ \end{tabular} \\ \hline
[7] & 2024 & \begin{tabular}{c} Systematic \\ Literature \\ Review (SLR) \\ \end{tabular} & \begin{tabular}{c} 44 peer- \\ reviewed \\ articles \\ \end{tabular} & \
\begin{tabular}{c} ChatGPT can assist with teaching \\ support, task automation, and \\ professional development. Student Uses: \\ 24/7 support, explaining difficult \\ concepts, acting as a conversational \\ partner, providing personalized feedback \\ and materials, offering writing support, \\ self-assessment, facilitating engagement, \\ and promoting self-determination. \\ \end{tabular} &
\begin{tabular}{c} Inaccuracies and hallucinations, \\ potential bias, tool limitations, \\ plagiarism, cheating, privacy \\ issues, and the spread of false \\ information. These issues \\ highlight the challenges of using \\ ChatGPT effectively in education. \\ \end{tabular} \\ \hline
[8] & 2023 & \begin{tabular}{c} Case Study \\ (Activity- \\ based) \\ \end{tabular} & \
\begin{tabular}{c} Georgia \\ Gwinnett \\ College (GCC) \\ students in \\ introductory \\ chemistry \\ courses \\ \end{tabular} &
\begin{tabular}{c} ChatGPT-based activity led to \\ improvements in students’ confidence to \\ ask insightful questions, analyze \\ information, and comprehend complex \\ concepts. Students reported that \\ ChatGPT provided diverse perspectives \\ and challenged their current thinking. \\ They were also willing to recommend it \\ to others. \\ \end{tabular} \\ \hline
[8] & 2023 & \begin{tabular}{c} Case Study \\ (Activity- \\ \end{tabular} & \
\begin{tabular}{c} Coffee \\ students in \\ introductory \\ chemistry \\ courses \\ \end{tabular} &
\begin{tabular}{c} The need for university to adjust \\ academic dishonesty definitions to \\ address AI use, but also to avoid \\ automatic reactions like hanning AI \\ The author suggests that defining \\ cheating to include AI use only \\ when prohibited by the instructor \\ would offer more flexibility. \\ However, a change in academic \\ policy might not universally resolve \\ ethical concerns. \\ \end{tabular} \\ \hline \hline \end{tabular}
\end{table}