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Yu, H. (2023). Reflection on whether chat GPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1181712
Yu (2023 ) reflects on whether academia should ban Chat GPT technology in this article. There is an ongoing debate in the world of educational technology. This week, we read articles on bilateral arguments on how media influences learning. Clark's central impression is that instructional design or method impacts learning, not media (Clark, 1994). Conversely, Kozma takes a more progressive approach by suggesting that we cannot separate media from learning, and we must begin to investigate the scenarios in which media can impact learning (Kozma, 1994). Yu describes that the field of education is facing a revolution. Chat GPT impacts how we do business, learn, and communicate with one another. Yu describes Chat GPT's educational implications by serving as a dynamic resource for learners, researchers, and teachers. Yu reveals that Chat GPT has the power to provide effective, efficient, and diverse learning experiences. Yu claims that Chat GPT can help free up time for researchers to focus on conducting new and creative analyses that traverse disciplines. Furthermore, Yu cautions on safeguarding learners from unethical use of GPT.
This article is written as a reflection on suggestions on how academia should handle the digital transformation of Chat GPT. Yu starts the reflection by providing a table comparing various educational chat robots to Chat GPT. The author does an excellent job of exploring the multitude of ways that Chat GPT can impact learning and researching ethical considerations of Chat GPT. Yu claims that educators must help learners utilize Chat GPT in an effective way that promotes transformative learning. Yu does address academia's concern of academic integrity with Chat GPT but challenges this debate by suggesting that learners should be provided practical learning experiences that simulate what they will experience outside of the classroom.
This article impacts educational technology research because it takes a modern-day approach to how Chat GPT expeditiously affects learner engagement with their learning environment. Before starting the DET program, I had minimal interaction with Chat GPT. I now use Chat GPT daily to further my educational technology research. Chat GPT has been a transformative experience in further understanding complex journal articles. I utilize Chat GPT to explore and challenge misconceptions and critically evaluate the content. Of course, with any educational tool, I ensure that I consult other resources to further my learning journey. I am interested in researching how a student's motivation may influence their engagement with Chat GPT.
References
Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21–29. https://doi.org/10.1007/bf02299088
Kozma, R. B. (1994). Will media influence learning? reframing the debate. Educational Technology Research and Development, 42(2), 7–19. https://doi.org/10.1007/bf02299087
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