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Artificial intelligence (AI) has played a big role in increasing digitalization of societies. AI has the capability for automating duties or tasks, processing large amounts of data, and providing predictive insights that revolutionize many aspects in daily life (Yang, 2022). AI was identified as a technology that can mimic humans in its responses, producing responses that can be interpreted as signs of intentionality and judgment (Shubhendu & Vijay, 2013). The advancement of technology, for instance, neural networks and machine learning, has led to deeper discussions about the definition of artificial intelligence (Wang, 2019). The difficulties lay in the artificiality of parameters and approaches in which computers are not like the intelligence of humans: they are considered to be less intelligent than humans overall but can deal with calculating large numbers faster.
In addition, discussions regarding the expected potential effects of AI have begun to gain prominence. For example, there is a concern about job loss due to the implementation of AI (Pavlik, 2023). Furthermore, the discussion and consideration of AI in education is still in its early stages. According to Celik (2023), educators have not yet recognised its potential for learning and teaching. Despite calls for the further implementation of AI, some educators resist utilising software which collects students’ data or remain sceptical of IT companies which show technology to be a solution for all concerns in education (Stockman & Nottingham, 2022).
Currently, the world seems to be paying attention to a new technology named ChatGPT. ChatGPT is a chatbot which uses AI power and was developed by OpenAI. It has been supplied with a large body of language, which allows it to generate texts in response to users’ prompts. ChatGPT was established in November 2022 and then was available for free to users with an OpenAI account (OpenAI, 2023). It produces and generates texts that simulate human language (OpenAI, 2023). ChatGPT relies on machine learning and algorithms for processing large contents of text, such as websites, books, Wikipedia, and news articles (Scharth, 2022). By analysing and processing data terabytes, its models learn the structure and patterns of language, which enables ChatGPT to provide users with meaningful and relevant content based on their requests.
However, the rise of ChatGPT brings concerns regarding its potential effect on universities. Some have proposed that universities should, instead of using applications for assessment, reconsider the role of assessment in enhancing learning. Others have suggested that ChatGPT could be utilised to enhance students’ critical thinking, writing, and other skills. In this way, ChatGPT can be considered an essential and valuable technological tool to innovate learning, teaching, and assessment, transforming the human relationship to knowledge. When comparing ChatGPT with other emerging technologies, ChatGPT provides resources and materials for several types of learners’ levels, supporting learners with disabilities, assisting in advanced training sessions, and enhancing teaching, such as in lessons planning, personalised learning, evaluation and assessment, etc. (Kasneci et al., 2023). Furthermore, ChatGPT provides personalised assistance to support students’ learning to help enhance their learning, engagement, and outcome (Alshahrani, 2023). Thus, several educational institutions and universities started implementing ChatGPT to gain all of its benefits in supporting their academic courses and enhancing students’ learning.