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Concerns About Using ChatGPT in Education
Shu-Min Lin1, Hsin-Hsuan Chung2, Fu-Ling Chung2(B), and Yu-Ju Lan3
1Tamkang University, New Taipei City, Taiwan
2University of North Texas, Denton, USA
fu-lingchung@my.unt.edu
3National Taiwan Normal University, Taipei, Taiwan
Abstract. This study aims to explore the concerns about using ChatGPT in edu-
cation that have been investigated by researchers from a variety of disciplines. This
study conducted a bibliometric analysis to analyze the 47 existing literature from
the Scopus database, applied VOS viewer to construct and visualize the thematic
analysis, and discussed three major educational concerns when using ChatGPT,
(1) Ethics, (2) Plagiarism, and (3) Academic integrity. Several potential solutions
to solve the concerns were also mentioned. This study concluded that it cannot
deny ChatGPT can help users brainstorm and provide personalized services in
lots of fields. However, if scholars and educators over-rely on it, they may lose the
originality and novelty of their academic work and have plagiarism problems.
Keywords: ChatGPT ·Education ·Concerns ·VOS Viewer
1 Introduction
Recently, the extensive worldwide acceptance of ChatGPT has showcased its remark-
able versatility in various applications and scenarios, such as software development and
testing, essays, business letters, and contracts (Reed 2022; Tung 2023). ChatGPT is
a free and conversational AI chatbot software application using natural language pro-
cessing (NLP) launched by OpenAI on November 30, 2022 (Rudolph et al. 2023; Tlili
et al. 2023). The human-like conversations that ChatGPT provides allow users to ask
questions, make requests, and receive responses in seconds (Rudolph et al. 2023). Also,
ChatGPT can answer follow-up questions, challenge incorrect premises, and admit mis-
takes (Zhai 2022). The powerful functions that ChatGPT supports make it the most
advanced chatbot in the world so far because it has received much attention for engaging
in conversation naturally and intuitively with users (Rudolph et al. 2023). However, it
is not easy to distinguish the text generated by ChatGPT or humans, so higher edu-
cation teachers have difficulty assessing students (Rudolph et al. 2023). In addition,
Lin et al. (2023) indicated that more and more people applied NLP to build conversa-
tional chatbots, but the system lacks human cognition capability when the chatbot is
a companion in learning. Kasneci et al. (2023) pointed out the importance of critical
thinking, competencies, and literacies necessary to understand the technology and its
unexpected frangibility since there still are risks and biases of AI applications. Therefore,
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2023
Y.-M. Huang and T. Rocha (Eds.): ICITL 2023, LNCS 14099, pp. 37–49, 2023.
https://doi.org/10.1007/978-3-031-40113-8_4
38 S.-M. Lin et al.
this study aims to answer the following research questions: (1) What are the concerns
about ChatGPT in education? (2) What are some ways educators could utilize ChatGPT
from different disciplines? (3) What are the potential solutions to solve the concerns
about using ChatGPT in education? The following sections briefly describe the research
method, present results, and discuss study implications and conclusions.
2 Methods
The selection of existing literature is a critical step in conducting a literature analysis.
As Fig. 1shown, in the stage 1, the keywords, “ChatGPT” and “education*” were
used to perform an opening search to retrieve related articles from the Scopus database.
The initial result of 340 documents was obtained. In the stage 2, 243 documents were
removed because their titles and abstracts did not contain the keywords, “ChatGPT”
and “education*,” leaving 97 documents for further screening. In the stage 3, in order
to maintain the consistency of the research quality, the document type was limited to
Article, and the language was limited to English. Finally, 47 eligible articles were the
main interest of this analysis by May 22, 2023.
Fig. 1. The research design.
The next step was to conduct a bibliometric analysis to analyze existing literature
and apply VOS viewer to construct and visualize bibliometric networks that can identify
and cluster key terms to realize the leading directions of future research (Ali and Gölgeci
2019). The Co-occurrence type was chosen in VOS viewer with the All keywords unit of
analysis to perform the co-occurrence keyword network. After combining similar key-
words, setting two as the minimum number of occurrences of a keyword, and removing
the searching keywords, 33 of 311 keywords were taken closer discussed.
3 Results and Discussion
This section reports the concerns mentioned in target articles, the co-occurrence network
result from the VOS viewer, and conducts the analysis of the themes.
Concerns About Using ChatGPT in Education 39
3.1 Concerns Mentioned in Target Articles
This study identified some major and minor concerns mentioned in the 47 target arti-
cles, shown as Table 1. The results showed that 43 (91%) articles indicated concerns
when using ChatGPT in education field, including ethical concerns, cheating, academic
misconduct, and incorrect information. These concerns take up a large portion when
using ChatGPT in the education field, that is, educators cannot ignore considering the
concerns when using ChatGPT.
Table 1. Concerns mentioned in the 47 target articles.
Authors Title Concerns
Abdel-Messih et al. (2023)ChatGPT in Clinical Toxicology X
Alafnan et al. (2023)ChatGPT as an Educational
Tool: Opportunities,
Challenges, and
Recommendations for
Communication, Business
Writing, and Composition
Courses
Ethical concerns
Human unintelligence and
unlearning
Alnaqbi and Fouda (2023) Exploring the Role of ChatGPT
and social media in Enhancing
Student Evaluation of Teaching
Styles in Higher Education
Using Neutrosophic Sets
Practical and ethical concerns
Cascella et al. (2023) Evaluating the Feasibility of
ChatGPT in Healthcare: An
Analysis of Multiple Clinical
and Research Scenarios
Ethical concerns
Choi et al. (2023)Chatting or cheating? The
impacts of ChatGPT and other
artificial intelligence language
models on nurse education
Cheating on assignments and
examinations
Cingillioglu (2023)Detecting AI-generated essays:
the ChatGPT challenge
Academic integrity
Cooper (2023)Examining Science Education
in ChatGPT: An Exploratory
Study of Generative Artificial
Intelligence
Ethical concerns
Corsello and Santangelo
(2023)
May Artificial Intelligence
Influence Future Pediatric
Research?—The Case of
ChatGPT
Ethical concerns
(continued)
40 S.-M. Lin et al.
Table 1. (continued)
Authors Title Concerns
Cotton et al. (2023)Chatting and cheating: Ensuring
academic integrity in the era of
ChatGPT
Academic integrity and
honesty
Plagiarism
Crawford et al. (2023)Leadership is needed for ethical
ChatGPT: Character,
assessment, and learning using
artificial intelligence (AI)
Plagiarism and academic
integrity
Dwivedi et al. (2023)“So what if ChatGPT wrote it?”
Multidisciplinary perspectives
on opportunities, challenges and
implications of generative
conversational AI for research,
practice and policy
Disruptions to practices
Threats to privacy and security
Consequences of biases,
misuse, and misinformation
Elfaki et al. (2023)Revolutionizing Social
Robotics: A Cloud-Based
Framework for Enhancing the
Intelligence and Autonomy of
Social Robots
X
Farrokhnia et al. (2023)A SWOT analysis of ChatGPT:
Implications for educational
practice and research
Ethical concerns and cheating
Fergus et al. (2023)Evaluating Academic Answers
Generated Using ChatGPT
Contain errors
Provide incorrect answers
Frith (2023) ChatGPT: Disruptive
Educational Technology
The erosion of students’
accountability to learn
Geerling et al. (2023)ChatGPT has Aced the Test of
Understanding in College
Economics: Now What?
Academic dishonesty
Gilson et al. (2023)How Does ChatGPT Perform
on the United States Medical
Licensing Examination? The
Implications of Large Language
Models for Medical Education
and Knowledge Assessment
Insufficient information
Grünebaum et al. (2023)The exciting potential for
ChatGPT in obstetrics and
gynecology
Plagiarism
(continued)
Concerns About Using ChatGPT in Education 41
Table 1. (continued)
Authors Title Concerns
Gupta et al. (2023)Utilization of ChatGPT for
Plastic Surgery Research:
Friend or Foe?
X (no full-text)
Halaweh (2023)ChatGPT in education:
Strategies for responsible
implementation
Concerns stem from text
generation and ideas
generation
Hallsworth et al. (2023)Scientific novelty beyond the
experiment
Reinforces concerns about
slowing innovative activity
Huh (2023)Are ChatGPT’s knowledge and
interpretation ability
comparable to those of medical
students in Korea for taking a
parasitology examination?: a
descriptive study
The value of the assessments
and the overall quality of the
university program diminished
Humphry and Fuller (2023)Potential ChatGPT Use in
Undergraduate Chemistry
Laboratories
No copyright on any of the
text it generates
Hwang and Chen (2023) Editorial Position Paper:
Exploring the Potential of
Generative Artificial
Intelligence in Education:
Applications, Challenges, and
Future Research Directions
Ethical concerns
Misuse and effectiveness
problems
Ibrahim et al. (2023) Rethinking Homework in the
Age of Artificial Intelligence
Ethical concerns
Iskender (2023)Holy or Unholy? Interview with
Open AI’s ChatGPT
Lack of originality and novelty
Students’ critical thinking
reduced
Ivanov and Soliman (2023)Game of algorithms: ChatGPT
implications for the future of
tourism education and research
The validity of works
The worth of academic degrees
Jeon and Lee (2023)Large language models in
education: A focus on the
complementary relationship
between human teachers and
ChatGPT
Inappropriate or unethical
student behavior
(continued)
42 S.-M. Lin et al.
Table 1. (continued)
Authors Title Concerns
Johinke et al. (2023)Reclaiming the technology of
higher education for teaching
digital writing in a
post—pandemic world
Students’ autonomy and
literacy skills
The ability of teachers to hear
student voices
Karaali (2023)Artificial Intelligence, Basic
Skills, and Quantitative Literacy
Ethical concerns
Relevance problem
Khan et al. (2023)ChatGPT-Reshaping medical
education and clinical
management
Plagiarism and cheating
Kooli (2023)Chatbots in Education and
Research: A Critical
Examination of Ethical
Implications and Solutions
Ethical concerns
Lack of empathy
Lecler et al. (2023) Revolutionizing radiology with
GPT-based models: Current
applications, future possibilities
and limitations of ChatGPT
Lack domain expertise
Unreliable results
Inconsistent or nonsensical
answers
Lim et al. (2023)Generative AI and the future of
education: Ragnarök or
reformation? A paradoxical
perspective from management
educators
Academic misconduct
(unethical and dishonest
practices and behaviors)
Lo (2023) The CLEAR path: A framework
for enhancing information
literacy through prompt
engineering
X
Masters (2023)Ethical use of artificial
intelligence in health
professions education: AMEE
Guide No.158
Ethical concerns
Pavlik (2023) Collaborating With ChatGPT:
Considering the Implications of
Generative Artificial
Intelligence for Journalism and
Media Education
Ethical issues
The question of accountability
Perkins (2023)Academic Integrity
considerations of AI Large
Language Models in the
post-pandemic era: ChatGPT
and beyond
Academic integrity
(continued)
Concerns About Using ChatGPT in Education 43
Table 1. (continued)
Authors Title Concerns
Santandreu-Calonge et al.
(2023)
Can ChatGPT improve
communication in hospitals?
Ethical concerns
Provide seemingly credible but
inaccurate responses
Seney et al. (2023)Using ChatGPT to Teach
Enhanced Clinical Judgment in
Nursing Education
Plagiarism
Students’ abilities for
synthesizing evidence into
their own words
underdeveloped
Sevgi et al. (2023)The role of an open artificial
intelligence platform in modern
neurosurgical education: a
preliminary study
Absence of citations for
scientific queries
Shoufan (2023) Exploring Students’ Perceptions
of ChatGPT: Thematic Analysis
and Follow-Up Survey
The accuracy of given answers
Strzelecki (2023) To use or not to use ChatGPT in
higher education? A study of
students’ acceptance and use of
technology
Without a formal review
process
Su and Yang (2023)Unlocking the Power of
ChatGPT: A Framework for
Applying Generative AI in
Education
The untested effectiveness of
the technology
Limitations in the quality of
data
Ethical and safety concerns
Sun and Hoelscher (2023)The ChatGPT Storm and What
Faculty Can Do
Academic integrity
Tlili et al. (2023)What if the devil is my guardian
angel: ChatGPT as a case study
of using chatbots in education
Cheating, honesty, and
truthfulness
Privacy misleading
Manipulation
Yan (2023)Impact of ChatGPT on learners
in a L2 writing practicum: An
exploratory investigation
Academic honesty
Educational equity
3.2 Co-occurrence Network
This study adopted a software tool, VOS viewer, to construct and visualize data. In Fig. 2,
there are 3 clusters, red, blue, and green. Cluster 1 in red includes 16 keywords: adult, ai,
article, chatbot, education, nursing, educational status, ethics, follow up, human exper-
iment, humans, knowledge, language, male, nursing, nursing education, and nursing
student. Cluster 2 in green includes 14 keywords: academic integrity, clinical prac-
tice, conversational agent, data analysis, generative ai, internet, large language models,
44 S.-M. Lin et al.
machine learning, medical education, nlp, openai, performance, teacher, and technology.
Cluster 3 in blue includes 3 keywords: educational technologies, higher education, and
plagiarism.
Fig. 2. All keywords co-occurrence network diagram for ChatGPT in education.
3.3 Thematic Analysis
For the first and second research questions, this section presented the concerns about
using ChatGPT in education and how educators utilize ChatGPT from different disci-
plines. Since the study focused on the educational concerns about ChatGPT, this section
discussed the major concern in three clusters in Fig. 2. The major concern in Cluster
1(red) was Ethics, the major concern in Cluster 2 (blue) was Plagiarism, and the major
concern in Cluster 3 (green) was Academic integrity.
Some scholars mentioned several concerns about ethics in using ChatGPT. Dwivedi
et al. (2023) indicated that ChatGPT benefits people in information technology indus-
tries, banking, hospitality, and tourism. Still, users need to recognize the limitations
of ChatGPT, including threats to privacy and security, disruptions to practices, misuse,
misinformation, and consequences of biases. Kasneci et al. (2023) highlighted several
Concerns About Using ChatGPT in Education 45
challenges of AI, such as users having to keep oversight and avoid potential bias. People
should pay attention to prevent the misuse of AI to ensure a responsible and ethical
manner responsibly and ethically in education. Iskender (2023) applied ChatGPT as
an interviewee to examine its impact on higher education and academic publishing in
the hospitality and tourism industry. ChatGPT can help teachers convey tasks, students
brainstorm ideas, and the tourism and hospitality industry provide personalized services
and create advertising content. However, if users over-rely on ChatGPT, they arelikely to
have lower critical thinking ability and lose the originality and novelty of their academic
work (Iskender 2023). Tlili et al. (2023) conducted a case study to examine ChatGPT
in educational settings. The authors called people’s attention to the use of ChatGPT
because of the ethical issues, such as cheating, privacy misleading, manipulation, and
honesty and truthfulness of ChatGPT. Cascella et al. (2023) pointed out that ChatGPT
trained on a massive dataset of text for dialogue can bring benefits and impressive people
with its capabilities, users are still concerned about ethical issues and the performance
of ChatGPT in real-world scenarios, especially in healthcare and medicine that requires
high-level and complex thinking.
Some scholars mentioned several concerns about plagiarism in using ChatGPT. Cot-
ton et al. (2023) suggested that AI tools like ChatGPT can increase learners’ accessibility,
collaboration, and engagement, but it is hard to detect academic honesty and plagiarism
in higher education. Lim et al. (2023) pointed out that ChatGPT has popularized gen-
erative AI, an educational game-changer, and they suggested that people should adopt
generative AI rather than avoid it in the future of education. Although ChatGPT can
generate text for multiple processing tasks, such as translating languages, summarizing
text, and creating dialogue systems, people worry about plagiarism and cheating issues
using ChatGPT (Khan et al. 2023).
Some scholars mentioned several concerns about academic integrity in using Chat-
GPT. Cascella et al. (2023) assessed the practicality of ChatGPT in clinical practice,
scientific production, misuse in medicine, and reasoning about public health topics, and
the results suggested that people should recognize the drawbacks of AI-based tools and
apply them in a proper way in medical education. The role of ChatGPT in medical edu-
cation and clinical management includes automated scoring, teaching or research assis-
tance, creating content to facilitate learning, personalized learning, decision support, and
patient communication. Still, it cannot replace humans’ knowledge and capability (Khan
et al. 2023). Thurzo et al. (2023) pointed out that AI applications in dental education
started in 2020, and most dental educators were not trained to use AI technology.
For the third research question: What are the potential solutions to solve the con-
cerns about using ChatGPT in education? This study summarized several suggestions
for educational organizations to address the concerns about Ethics, Plagiarism, and
Academic integrity. Tlili et al. (2023) suggested that people in education should care-
fully apply chatbots, especially ChatGPT, in safe settings and take responsibility for
the adoption. Also, universities have to make sure the ethical and responsible use of AI
tools with suitable strategies, such as providing training, developing policies, and dis-
covering approaches to detect and prevent cheating (Cotton et al. 2023). Teachers have
to model and use ChatGPT responsibly and prioritize critical thinking to avoid the risk
of copyright infringement, potential environmental impact, and issues related to content
46 S.-M. Lin et al.
moderation when science teachers design units, rubrics, and quizzes (Cooper 2023).
Nevertheless, ChatGPT still has advantages in certain fields. Pavlik (2023)promotedthe
potential of AI for journalism and media education because it generates content with
high-quality written expression. ChatGPT is free to use and allows users to input text
prompts with fast text responses from the result of machine learning with the Internet.
4 Conclusion
This study conducted a bibliometric analysis to analyze the existing literature on Chat-
GPT in education and applied the VOS viewer to construct and visualize the thematic
analysis. It focused on realizing the current status of this field, such as several con-
cerns about using ChatGPT in education, some ways educators could utilize ChatGPT
from different disciplines, and the potential solutions to solve the concerns about using
ChatGPT in education. Since ChatGPT in education is an ongoing hot topic in many
fields, results from this study may support researchers in developing and designing their
research in the future.
Since 43 of 47 (91%) target articles indicated concerns when using ChatGPT in
education field, the authors provided a general view of concerns about using ChatGPT
in education from 3 aspects, (1) Ethics, (2) Plagiarism, and (3) Academic integrity.
ChatGPT can be applied in lots of fields, such as information technology industries,
medicine, and education. In information technology industries, users have to consider
the issues of privacy, security, and misinformation. Also, when users ask ChatGPT to
make decisions, they may face ethical or legal problems since AI applications have
lower critical thinking ability. In the medical field, ChatGPT is used for clinical practice,
scientific production, and reasoning about public health topics, but it still cannot replace
humans’ knowledge and capability. Not to mention, most dental educators have not been
trained to use ChatGPT. In the education field, ChatGPT can help users brainstorm and
provide personalized services. However, if people over-rely on ChatGPT, they may lose
the originality and novelty of their academic work and have plagiarism issues.
To sum up, ChatGPT is a popular AI tool currently in most fields to support people’s
work. However, as an educator, our priority is to make people know its advantages and
disadvantages. ChatGPT indeed can aid people in generating ideas and making decisions
quicker and easier, but users still should take responsibility for ethical and legal issues.
Acknowledgement. We thank the National Science and Technology Council, Taiwan, ROC,
under grant numbers MOST 110-2511-H-003-038-MY3 and MOST 111-2410-H-003-006-MY3
for financially supporting this research.
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