Abstract

ALIBRAHIM, Amal Abdullah. Is ChatGPT reliable in education?. S. Afr. j. educ. [online]. 2024, vol.44, n.4, pp.1-9. ISSN 2076-3433.  https://doi.org/10.15700/saje.v44n4a2557.

After ChatGPT was released late in 2022, many arguments about its accuracy and use in education arose. In this article, I seek to provide evidence of the accuracy and validity of ChatGPT's responses to users' queries in education by applying a systematic review methodology to analyse publications in specific databases following PRISMA guidelines which provide a high level of evidence. Of 274 publications initially identified, 18 were included based on eligibility criteria. My findings show some limitations of ChatGPT, for example, a lack of deep understanding, limited ability to calculate problems, and difficulty with complex problems. Despite these limitations it was clear that ChatGPT was able to pass many exams and succeed in many assessment problems in a variety of education disciplines. Finally, based on the findings, I suggest an ABCD framework to successfully apply ChatGPT in education.

Keywords : AI; authenticity of AI in education; ChatGPT; LLM.

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