| Rejeb et al. (2024) | Explore ChatGPT’s impact on education | Insights into ChatGPT’s integration into education | Examine ChatGPT’s long-term effects | NLP techniques, ML algorithms | Web mining, NLP, ML analysis | Enhances writing skills, fosters critical thinking |
| Šedlbauer et al. (2024) | Analyze undergraduate students’ interaction with ChatGPT | Students developed skills in formulating queries | Explore AI’s personalization in education | General inductive approach | Qualitative analysis of essays | Provides learning benefits, supports critical thinking |
| Bringula (2024) | Explore ChatGPT’s use in programming courses | ChatGPT assists in class material creation and learning | Investigate ChatGPT’s capabilities and limitations further | Not mentioned | Qualitative approach | Enhances teaching and learning efficiency |
| Alshahrani (2023) | Investigate ChatGPT in blended learning | ChatGPT can personalize learning experiences | Explore ChatGPT’s functionality in specific subjects | Educational technology, HCI | Qualitative case study | Modifies learning objectives, enhances creativity |
| Zekaj (2023) | Investigate AI in higher education | AI can enhance instructional support | Explore new educational contexts for AI integration | Not mentioned | Systematic literature review | Enhances creative processes, fosters innovation |
| Iwasawa et al. (2024) | Assess pharmacy students’ knowledge of AI | Students with AI knowledge understand ChatGPT’s use | Conduct objective knowledge tests on AI | Not mentioned | Survey with statistical analysis | Focuses on responsible AI usage education |
| Watrianthos et al. (2023) | Overview of ChatGPT-education research | Identification of critical trends and topics in ChatGPT research | Longitudinal impact studies explore K-12 education | Not mentioned | Bibliometric analysis | Improves personalized learning, fosters creativity |
| Hung and Chen (2023) | Investigate ChatGPT’s use in Chinese academia | Polarized opinions on ChatGPT’s use in academia | A systematic review of AI’s benefits and risks | Not mentioned | Content analysis | Enhances academic outputs, supports creative tasks |
| Javaid et al. (2023) | Explore ChatGPT’s potential in education | ChatGPT can transform teaching and learning | Further, explore ChatGPT’s impact on learning outcomes | AI, NLP, educational technology | Literature review, case studies | Foster’s creativity supports research and writing |
| Alkhaaldi et al. (2023) | Assess medical students’ perceptions of ChatGPT | Positive perceptions but unclear role in training | Structured curricula for AI in medicine | Not mentioned | Cross-sectional web-based survey | Enhances education efficiency, supports creative tasks |
| Karakose et al. (2023) | Explore ChatGPT’s facilitation in teaching | ChatGPT offers personalized learning support | Create digital-friendly environments in schools | Kranzberg’s technology neutrality, IA concept | Argumentative writing based on literature review | Enhances creativity, supports innovative teaching |
| Hallal et al. (2023) | Assess ChatGPT and Bard in organic chemistry | ChatGPT showed better accuracy than Bard | Enhance chatbots’ performance in chemistry | AI, NLP, educational technology | Detailed inspection study of responses | Provides personalized learning, fosters engagement |
| Dwivedi et al. (2023) | To provide a multidisciplinary perspective on the opportunities, challenges and implications of generative conversational AI for research, practice and policy | Positive impacts such as enhanced productivity in various industries and challenges including ethical, legal issues, privacy concerns, misinformation and biases. Opinions are split on whether its use should be restricted or legislated | – Identifying skills, resources, and capabilities needed to handle generative AI. Examining biases of generative AI attributable to training datasets and processes. Exploring business and societal contexts best suited for generative AI implementation. Determining optimal human-AI task combinations | Utilitarianism, diffusion of innovations theory and theorization framework | Expert opinion-based synthesis | AI has the potential to significantly enhance productivity in various industries by automating routine tasks and aiding in complex problem-solving. However, it also poses risks of misinformation, biases and ethical dilemmas that need to be carefully managed |
| Gilson et al. (2023) | To evaluate the performance of ChatGPT on medical education and knowledge assessment | ChatGPT outperforming InstructGPT and GPT-3. It showed logical reasoning in responses and used internal information effectively | Further studies are needed to evaluate ChatGPT for simulating small group education and other use cases in medical education | No specific theories mentioned | Two sets of multiple-choice questions were used: AMBOSS question bank and NBME free 120 questions | ChatGPT can provide personalized feedback, simulate small group learning and support problem-solving, indicating potential for enhancing creativity and innovation in educational practices |