Futuristic Education: Utilizing ChatGPT as a Support Learning Tool


ChatGPT has grown in popularity among educators over the past few months. The way we teach and learn could be completely changed by the implementation of artificial intelligence (AI) technology in schools. Therefore, the main goal of this study is to determine in-depth public perceptions of ChatGPT use in Chinese educational programs, particularly for college students. Moreover, it also aims to examine how using ChatGPT affects writing performances. The foundation of this study is the technology acceptance model and the connectivism learning theory. Mixed methods will be used in questionnaires and in-depth interviews to identify the most prevalent issues with Chat GPT use on the university campus, and to suggest inclusive education initiatives that can support a secure and productive learning environment for WKU students. Besides, 200 respondents, including students, professors, and staff at WKU, will make up the sample. This study is beneficial for professors who teach writing at Wenzhou Kean University because it demonstrates how to use Chat GPT correctly to enhance students' own writing abilities. Furt hermore, the future application of Chat GPT in China's educational system will greatly benefit from the findings of this study.

Author Information
Xiangxin Wang, Wenzhou Kean University, China
Yiling Wang, Wenzhou Kean University, China
Ke Wu, Wenzhou Kean University, China
Wenbin Lin, Wenzhou Kean University, China
Yixiao Shen, Wenzhou Kean University, China
Rosalie Palaroan, Wenzhou Kean University, China

Paper Information
Conference: IICE2024
Stream: Higher education

This paper is part of the IICE2024 Conference Proceedings (View)
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To cite this article:
Wang X., Wang Y., Wu K., Lin W., Shen Y., & Palaroan R. (2024) Futuristic Education: Utilizing ChatGPT as a Support Learning Tool ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2024.1
To link to this article: https://doi.org/10.22492/issn.2189-1036.2024.1

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Posted by James Alexander Gordon