A cross-era discourse on ChatGPT’s influence in higher education through the lens of John Dewey and Benjamin Bloom

Since its release in November 2022, ChatGPT and the related AI technology have disrupted multiple fields of society where people anticipate its pathways with a mixture of hope and fear. Among the affected fields, education, in particular, may incur one of the largest impacts in the future partly due...

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Main Authors: Mandai, Koki, Tan, Mark Jun Hao, Padhi, Suman, Pang, Kuin Tian
Other Authors: School of Chemistry, Chemical Engineering and Biotechnology
Format: Article
Language:English
Published: 2024
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Online Access:https://hdl.handle.net/10356/181729
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Institution: Nanyang Technological University
Language: English
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spelling sg-ntu-dr.10356-1817292024-12-20T15:32:11Z A cross-era discourse on ChatGPT’s influence in higher education through the lens of John Dewey and Benjamin Bloom Mandai, Koki Tan, Mark Jun Hao Padhi, Suman Pang, Kuin Tian School of Chemistry, Chemical Engineering and Biotechnology Yale-NUS College Bioprocessing Technology Institute, A*STAR Bioinformatics Institute, A*STAR Department of Biomedical Engineering, NUS Other Education ChatGPT Since its release in November 2022, ChatGPT and the related AI technology have disrupted multiple fields of society where people anticipate its pathways with a mixture of hope and fear. Among the affected fields, education, in particular, may incur one of the largest impacts in the future partly due to its nature of learning and teaching knowledge, an element that is more or less questioned by the rise of these technologies. As education can be seen as a component that determines the future of every other field of society, tools such as ChatGPT must be optimally regulated to enhance its gain or mitigate its loss. To contribute to this goal, this paper approaches the state of ChatGPT and its expected impacts on higher education through the lens of two major educational theories—John Dewey’s Reflective-Thought-and-Action model and revised Bloom’s taxonomy—aiming to propose possible evaluative criteria for the optimal usage of ChatGPT in academia. As ChatGPT is a relatively new topic of research yet a topic that requires an immediate focus due to its capabilities, this paper also aims to provide these criteria as one of the concrete starting points of future research in this field. Published version 2024-12-16T04:53:20Z 2024-12-16T04:53:20Z 2024 Journal Article Mandai, K., Tan, M. J. H., Padhi, S. & Pang, K. T. (2024). A cross-era discourse on ChatGPT’s influence in higher education through the lens of John Dewey and Benjamin Bloom. Education Sciences, 14(6), 614-. https://dx.doi.org/10.3390/educsci14060614 2227-7102 https://hdl.handle.net/10356/181729 10.3390/educsci14060614 2-s2.0-85197211878 6 14 614 en Education Sciences © 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/). application/pdf
institution Nanyang Technological University
building NTU Library
continent Asia
country Singapore
Singapore
content_provider NTU Library
collection DR-NTU
language English
topic Other
Education
ChatGPT
spellingShingle Other
Education
ChatGPT
Mandai, Koki
Tan, Mark Jun Hao
Padhi, Suman
Pang, Kuin Tian
A cross-era discourse on ChatGPT’s influence in higher education through the lens of John Dewey and Benjamin Bloom
description Since its release in November 2022, ChatGPT and the related AI technology have disrupted multiple fields of society where people anticipate its pathways with a mixture of hope and fear. Among the affected fields, education, in particular, may incur one of the largest impacts in the future partly due to its nature of learning and teaching knowledge, an element that is more or less questioned by the rise of these technologies. As education can be seen as a component that determines the future of every other field of society, tools such as ChatGPT must be optimally regulated to enhance its gain or mitigate its loss. To contribute to this goal, this paper approaches the state of ChatGPT and its expected impacts on higher education through the lens of two major educational theories—John Dewey’s Reflective-Thought-and-Action model and revised Bloom’s taxonomy—aiming to propose possible evaluative criteria for the optimal usage of ChatGPT in academia. As ChatGPT is a relatively new topic of research yet a topic that requires an immediate focus due to its capabilities, this paper also aims to provide these criteria as one of the concrete starting points of future research in this field.
author2 School of Chemistry, Chemical Engineering and Biotechnology
author_facet School of Chemistry, Chemical Engineering and Biotechnology
Mandai, Koki
Tan, Mark Jun Hao
Padhi, Suman
Pang, Kuin Tian
format Article
author Mandai, Koki
Tan, Mark Jun Hao
Padhi, Suman
Pang, Kuin Tian
author_sort Mandai, Koki
title A cross-era discourse on ChatGPT’s influence in higher education through the lens of John Dewey and Benjamin Bloom
title_short A cross-era discourse on ChatGPT’s influence in higher education through the lens of John Dewey and Benjamin Bloom
title_full A cross-era discourse on ChatGPT’s influence in higher education through the lens of John Dewey and Benjamin Bloom
title_fullStr A cross-era discourse on ChatGPT’s influence in higher education through the lens of John Dewey and Benjamin Bloom
title_full_unstemmed A cross-era discourse on ChatGPT’s influence in higher education through the lens of John Dewey and Benjamin Bloom
title_sort cross-era discourse on chatgpt’s influence in higher education through the lens of john dewey and benjamin bloom
publishDate 2024
url https://hdl.handle.net/10356/181729
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