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Using ChatGPT for Student Engagement and Motivation in Dynamic Learning Environments
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Author(s): Meenakshi Gandhi (Vivekananda Institute of Professional Studies, Guru Gobind Singh Indraprastha University, India), Amit Channa (Vivekananda Institute of Professional Studies, Guru Gobind Singh Indraprastha University, India)and Ankit Sharma (Vivekananda Institute of Professional Studies, Guru Gobind Singh Indraprastha University, India)
Copyright: 2024
Pages: 13
Source title:
Leveraging ChatGPT and Artificial Intelligence for Effective Customer Engagement
Source Author(s)/Editor(s): Rohit Bansal (Department of Management Studies, Vaish College of Engineering, Rohtak, India), Abdul Hafaz Ngah (Faculty of Business Economics and Social DevelopmentUniversiti Malaysia Terenganu, Malaysia), Aziza Chakir (FSJES AC, Hassan II University, Casablanca, Morocco)and Nishita Pruthi (Maharshi Dayanand University, India)
DOI: 10.4018/979-8-3693-0815-8.ch015
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Abstract
ChatGPT is an extensive language model trained by Open AI with a generative pre-trained transformer 3.5 architecture. Capturing close to five million users in five days, ChatGPT has become a revolution in the artificial intelligence era. The youth today have utilised computers for everything in various ways. The integration of technology is inevitable, and should it be so, for progress in future. However, technology has also highlighted the difficulty in gaining students' attention and keeping them engaged in classrooms and learning environments. Technology-assisted solutions sought by students using ChatGPT have the potential to remain undetected even in plagiarism software. This possibility makes these solutions attractive to students further. One matter of concern is that generative AI impacts students' critical thinking skills and creativity, a cognitive ability of great importance. This chapter shall explore the usage of ChatGPT by undergraduate students and present the findings from a qualitative study highlighting students' sentiments regarding this AI-assisted tool.
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