Accentuate the positive: Exploratory case study of ChatGPT as a complementary learning tool

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dc.check.date2025-11-19en
dc.check.infoAccess to this article is restricted until 12 months after publication by request of the publisheren
dc.contributor.authorBarrett, Gillianen
dc.contributor.authorFitzgerald, Ciaraen
dc.contributor.authorRyan, Marieen
dc.date.accessioned2024-12-18T14:04:00Z
dc.date.available2024-12-18T14:04:00Z
dc.date.issued2024-11-19en
dc.description.abstractIn this chapter, we explore the role of Artificial Intelligence (AI) and ChatGPT (Generative Pre-trained Transformer), within the scholarship of Teaching and Learning (T&L). As educators, we are grappling with ChatGPT and trying to understand its role in both teaching and learning but also in assessment. Given educators understandable trepidation, we decided to embrace, accentuate the positive and ‘lean-in’ to ChatGPT. In this study, we explore an assessment case study and share how an assessment adaptation within an entrepreneurship module offers educators and students alike an opportunity to embrace ChatGPT and to learn from the potential that ChatGPT can bring to the classroom. Such an approach offers a constructive strategy by considering students as collaborators in the AI educational experience. We present the challenges for educators, followed by a discussion on the strategies educators can use to embrace AI. Finally, while acknowledging the ever-evolving educational landscape, we acknowledge the educator’s role in emphasising the role of authentic assessment, thus helping to develop students’ digital literacy, critical thinking and problem-solving skills, regardless of programme of study.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationBarrett, G., Fitzgerald, C. and Ryan, M. (2024) 'Accentuate the positive: Exploratory case study of ChatGPT as a complementary learning tool', in Grosseck, G., Sava, S., Ion, G. and Malita, L. (eds) Digital Assessment in Higher Education. Lecture Notes in Educational Technology. Singapore: Springer, pp. 285-304. https://doi.org/10.1007/978-981-97-6136-4_13en
dc.identifier.doihttps://doi.org/10.1007/978-981-97-6136-4_13en
dc.identifier.eissn2196-4971en
dc.identifier.endpage304en
dc.identifier.isbn9789819761357en
dc.identifier.isbn9789819761364en
dc.identifier.issn2196-4963en
dc.identifier.journaltitleLecture Notes in Educational Technologyen
dc.identifier.startpage285en
dc.identifier.urihttps://hdl.handle.net/10468/16736
dc.language.isoenen
dc.publisherSpringer Natureen
dc.relation.ispartofLecture Notes in Educational Technologyen
dc.relation.ispartofDigital Assessment in Higher Educationen
dc.rights© 2024, the Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. This version of the paper has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/978-981-97-6136-4_13en
dc.subjectArtificial intelligenceen
dc.subjectChatGPTen
dc.subjectAssessmenten
dc.subjectEducator challengesen
dc.subjectEducator opportunitiesen
dc.titleAccentuate the positive: Exploratory case study of ChatGPT as a complementary learning toolen
dc.typeArticle (peer-reviewed)en
dc.typeBook chapteren
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