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Using ChatGPT to conduct a literature review

Affiliation.

  • 1 Department of Humanities, Czech University of Life Sciences Prague; Prague, Czech Republic.
  • PMID: 36879536
  • DOI: 10.1080/08989621.2023.2185514

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Academia Insider

How To Use ChatGPT To Write A Literature Review: Prompts & References

In the rapidly evolving world of academic research, the integration of AI tools like ChatGPT has transformed the traditional approach to literature reviews . As a researcher, you should also leverage on this tool to make your research work easier.

In this post, explore how ChatGPT can enhance the literature review process. We’ll explore how specific prompts can effectively guide this advanced AI model to generate insightful content, while ensuring accuracy, relevance, and academic integrity in their scholarly work.

How to Use ChatGPT for Writing a Literature Review

Understand ChatGPT’s Limitations– Relies on existing datasets, may miss latest research.
– May lack depth.
– Risk of generating plagiarized content
Define Research Objective– Define research questions or hypotheses.
– Summarizes current research and identifies literature.
– Assists in keyword identification and context understanding.
Identify Keywords and Search Terms– Generates relevant keywords from extensive dataset.
– Requires clear, concise prompts.
Create Initial Literature Review Outline– Aids in drafting preliminary literature review structure.
– Emphasizes refining outline with detailed research.
Use The Right Prompts– Craft precise prompts for relevant content
– Start with broad understanding, then focus on specifics.
Review ChatGPT’s Responses– Cross-reference with actual research for accuracy.
– Evaluate AI-generated text for coherence and depth.
– Ensure originality to avoid plagiarism.
Ensure Coherence and Flow– Use ChatGPT as a starting point; refine output.
– Review and edit for narrative flow and academic standards.
Edit and Proofread-Improve text coherence and logical progression.
– Check for plagiarism; ensure correct citations.
– Focus on grammar, spelling, and academic language.

Understanding ChatGPT’s Limitations

While it can efficiently generate content, streamline the research process, and provide a comprehensive understanding of relevant literature, its capabilities are not without constraints. Here are some for you to consider:

Dependence On Pre-Existing Datasets

Since ChatGPT is a language model trained on available data, it may not include the most recent research papers or cutting-edge findings in a specific field. This gap can lead to a lack of current state-of-research insights, particularly crucial in fields like technology and science where advancements happen rapidly.

May Lack Depth And Context

ChatGPT, while able to produce summaries and synthesize information, might not fully grasp the nuanced arguments or complex theories specific to a research topic. This limitation necessitates that researchers critically evaluate and supplement AI-generated text with thorough analysis and insights from recent systematic reviews and primary sources.

Risk Of Plagiarism

Although ChatGPT can generate human-like text, it’s vital to ensure that the content for your literature review is original and properly cited. Relying solely on ChatGPT to write a literature review defeats the purpose of engaging deeply with the material and developing a personal understanding of the literature.

Not A Total Replacement of A Researcher

While ChatGPT can assist non-native English speakers in crafting clear and concise academic writing, it’s not a replacement for the human ability to contextualize and interpret research findings. Researchers must guide the AI model with specific prompts and leverage it as a tool rather than a substitute for comprehensive analysis.

By keeping these limitations in mind, ChatGPT can be a valuable aid in the literature review process, but it should be used judiciously and in conjunction with traditional research methods.

Defining Research Objective

When starting on writing a literature review, the initial step involves using ChatGPT to define your research question or hypothesis.

The AI model’s ability to respond with a summary of the current state of research in your field can provide a comprehensive understanding, especially for systematic reviews or research papers.

For example, by inputting a prompt related to your research topic, ChatGPT can generate human-like text, summarizing prior research and highlighting relevant literature.

One insider tip for effectively using ChatGPT in the literature review process is to leverage its natural language processing capabilities to identify relevant keywords.

These keywords are crucial for non-native English speakers or those new to a research field, as they streamline the search for pertinent academic writing. Additionally, ChatGPT can guide you in understanding the context of your research topic, offering insights that are often challenging to find.

Using AI language models like ChatGPT for generating content for your literature review is efficient and effective, saving valuable time. However, it’s vital to critically evaluate the generated text to ensure it aligns with your research objectives and to avoid plagiarism.

using chatgpt to conduct a literature review

ChatGPT’s ability to synthesize large amounts of information can aid in developing a clear and concise outline, but remember, it’s a guide, not a replacement for human analysis.

Despite these limitations, ChatGPT provides a unique advantage in conducting literature reviews. It can automate mundane tasks, allowing researchers to focus on analysis and critical thinking.

Identifying Keywords and Search Terms

Using ChatGPT to identify relevant keywords related to your research topic can significantly streamline your workflow.

For instance, when you input a summary of your research question into ChatGPT, the AI model can generate a list of pertinent keywords.

These keywords are not just randomly selected; they are based on the vast amounts of information in ChatGPT’s dataset, making them highly relevant and often inclusive of terms that are current in your research field.

An insider tip for leveraging ChatGPT effectively is to guide the AI with clear and concise prompts.

For example, asking ChatGPT to: “summarize key themes in [specific field] research papers from the last five years” can yield a list of keywords and phrases that are not only relevant but also reflective of the current state of research.

This approach is particularly beneficial for conducting systematic reviews or for non-native English speakers who might be unfamiliar with specific academic jargon.

While ChatGPT can provide a comprehensive understanding of relevant literature and help automate the identification of keywords, it’s important to critically evaluate the generated content.

Researchers should use ChatGPT as a tool to augment their research process, not as a replacement for human insight.

It’s crucial to mind the limitations of the AI model and ensure that the keywords identified align with the research topic and objectives.

Creating an Initial Literature Review Outline

The key to using ChatGPT effectively in crafting an initial outline lies in its ability to generate content based on specific prompts.

For instance, a researcher working on organic photovoltaic devices can input a prompt into ChatGPT, such as “Help me create a structure for a literature review on organic photovoltaic devices.”

The AI model, using its comprehensive understanding of the research topic, can then produce a preliminary structure, including sections like:

  • Introduction
  • Advances in materials and technology, performance, and efficiency.

This generated outline serves as a valuable starting point. It helps in organizing thoughts and determining the key areas that the literature review should cover. I

mportantly, researchers can refine and expand this initial outline as they delve deeper into their topic, ensuring it aligns with their specific research question and the current state of research.

However, while ChatGPT can streamline the review process and save valuable time in creating an initial outline, researchers should not solely rely on it.

using chatgpt to conduct a literature review

The content generated by ChatGPT must be critically evaluated and supplemented with in-depth research. This involves:

  • Reading systematic reviews
  • Reading research papers, and
  • Summarizing relevant literature to ensure the review is comprehensive and up-to-date.

Get ChatGPT To Help You During Research, Using The Right Prompts

The key to effectively using ChatGPT in this process lies in crafting the right prompts, guiding the AI to generate relevant and useful content. 

When initiating a literature review, the prompt should aim for a broad understanding of the research topic. For instance, asking ChatGPT to:

  • “Give a brief overview of research done on [topic]”
  • “What are some of the recent findings on the [topic] in research?” or 
  • “Summarize the historical development of [topic] in academia”

Helps in capturing the general landscape of the field. These prompts assist in identifying key theories, methodologies, and authors within the research area. As the review progresses, more specific prompts are necessary to delve deeper into individual studies. Queries like:

  • “Summarize the main arguments and findings of [specific paper]” or
  • “What are the strengths and weaknesses of [specific paper]?”

enable ChatGPT to provide detailed insights into particular research papers, aiding in understanding their contribution to the broader field. Comparative prompts are also crucial in synthesizing information across multiple works. Asking ChatGPT to:

  • “Compare and contrast the methodologies of [paper 1] and [paper 2]” or
  • “How do the findings of [paper 1] and [paper 2] agree or disagree?”

helps in discerning the nuances and disparities in the literature. In the final stages of the literature review, prompts should focus on summarizing findings and identifying emerging trends or gaps. For example:

  • “What trends or patterns have emerged from the literature on [topic]?” or
  • “What future research directions are suggested by the literature on [topic]?”

We will share more on these ChatGPT prompts in the later part of this post, read on.

Reviewing ChatGPT’s Responses

When using ChatGPT to write a literature review, it’s crucial to critically evaluate its responses.

Firstly, researchers should cross-reference the information provided by ChatGPT with actual research papers.

This step ensures the accuracy of the data and helps in identifying any discrepancies or outdated information, given that ChatGPT’s dataset may not include the most recent studies.

Another essential aspect is assessing the coherence and depth of the AI-generated text. ChatGPT can summarize and synthesize information efficiently, but it might not capture the nuances of complex theories or research arguments.

Researchers should ensure that the content aligns with their research question and systematically reviews the topic comprehensively. This is where a researcher’s value comes in.

Additionally, verifying the originality of the content is vital to avoid plagiarism. While ChatGPT can generate human-like text, researchers must ensure that the AI-generated content is used as a guide rather than a verbatim source. 

Proper citations and references are essential to maintain the integrity of the literature review. Avoid torpedoing your own research by committing plagiarism.

Ensuring Coherence and Flow

One of the challenges when using such advanced AI language models is ensuring the coherence and flow of the final document. This aspect is crucial as it determines the readability and academic rigor of the literature review.

ChatGPT can generate vast amounts of content on a wide range of topics, responding efficiently to prompts and synthesizing information from its extensive dataset.

However, the content generated by ChatGPT, while informative, might not always align seamlessly with the specific research question or maintain a consistent narrative flow.

using chatgpt to conduct a literature review

To tackle this, researchers need to take an active role in guiding ChatGPT and subsequently refining its output.

A practical approach is to use ChatGPT as a starting point, leveraging its ability to quickly provide summaries, synthesize relevant literature, and identify key references and keywords related to the research topic. For example, prompts like:

  • “Summarize the current research on [topic]” or
  • “Identify key debates in [topic]”

Can yield valuable initial insights.

Once this foundational information is obtained, the crucial task is to carefully review and edit the AI-generated content.

This involves connecting the dots between different sections, ensuring that each part contributes meaningfully to addressing the research question, and refining the language to maintain academic standards.

It’s also essential to check for and avoid plagiarism, ensuring that all sources are correctly cited.

In addition, considering the vast amounts of information ChatGPT can access, it’s vital to verify the accuracy and relevance of the content.

Researchers should cross-reference AI-generated summaries with actual research papers, especially the most recent ones, as ChatGPT’s dataset may not include the latest studies.

Editing and Proofreading

Now that your literature review is mostly written out, now focus on the editing and proofreading. The content generated by ChatGPT needs to be meticulously reviewed and edited. Here are the steps:

  • Verifying the accuracy of the information. Researchers must cross-check the AI-generated content against actual research papers and systematic reviews. This ensures that the latest studies are accurately represented.
  • Improve coherence and flow. Researchers should restructure sentences, ensure logical progression of ideas, and maintain a consistent academic tone throughout the document.
  • Checking for plagiarism. Despite ChatGPT’s ability to generate human-like text, researchers must ensure that all sources are correctly cited and that the review does not inadvertently replicate existing material.
  • Check Grammar and Spelling: Editing should encompass grammar checks, vocabulary refinement, and ensuring that the language used is appropriate for an academic audience.
  • Update Citation: Review citation, or reference list to ensure everything is cited correctly, and the citation list is written out to your required standard, be it MLA, Chicago, or APA.

What ChatGPT Prompts To Use When Writing A Literature Review?

There are many ways to use ChatGPT to write literature review, usually by using the right prompts. Here’s how specific types of prompts can be effectively employed, with multiple examples for each category:

  • “Provide a comprehensive overview of the latest research on [topic].”
  • “Summarize the current understanding and key findings in the field of [topic].”
  • “Detail the dominant theoretical frameworks currently used in [topic].”
  • “Describe the evolution of theoretical approaches in [topic] over the past decade.”
  • “Identify and discuss the major debates or controversies in [topic].”
  • “What are the conflicting viewpoints or schools of thought in [topic]?”
  • “List the leading researchers in [topic] and summarize their key contributions.”
  • “Who are the emerging authors in [topic], and what unique perspectives do they offer?”
  • “Explain the most common research methodologies used in studies about [topic].”
  • “How have the methodologies in [topic] research evolved recently?”
  • “Trace the historical development and major milestones in [topic].”
  • “Provide a timeline of the key discoveries and shifts in understanding in [topic].”
  • “What significant paradigm shifts have occurred in [topic] in the last twenty years?”
  • “How has the focus of research in [topic] changed over time?”
  • “Analyze the methodology and conclusions of [specific paper].”
  • “Discuss the impact and reception of [specific paper] in the field of [topic].”
  • “Compare the results and methodologies of [paper 1] and [paper 2] in [topic].”
  • “How do [paper 1] and [paper 2] differ in their approach to [topic]?”
  • “Based on current literature, what are the suggested future research directions in [topic]?”
  • “Identify gaps in the literature of [topic] that could be explored in future studies.”

By using these types of prompts, researchers can guide ChatGPT to produce content that is not only relevant to their literature review but also rich in detail and scope.

Wrapping Up: Use Other AI Tools Too, Not Just ChatGPT

In conclusion, while ChatGPT serves as a powerful ally in the literature review process, it’s important to recognize it as one of many AI tools available to researchers as well. Diversifying your AI toolkit can enhance the depth and breadth of your review, offering varied perspectives and methodologies.

As AI continues to evolve, embracing a range of these tools can lead to more comprehensive, nuanced, and innovative academic writing, expanding the horizons of research and scholarly exploration beyond what we currently envision.

using chatgpt to conduct a literature review

Dr Andrew Stapleton has a Masters and PhD in Chemistry from the UK and Australia. He has many years of research experience and has worked as a Postdoctoral Fellow and Associate at a number of Universities. Although having secured funding for his own research, he left academia to help others with his YouTube channel all about the inner workings of academia and how to make it work for you.

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using chatgpt to conduct a literature review

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using chatgpt to conduct a literature review

  • DOI: 10.1080/08989621.2023.2185514
  • Corpus ID: 257377232

Using ChatGPT to conduct a literature review.

  • M. Haman , M. Školník
  • Published in Accountability in Research 6 March 2023

62 Citations

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Step-by-Step Guide: How to Use ChatGPT to Write a Literature Review With Prompts

Step-by-Step Guide: How to Use ChatGPT for Writing a Literature Review

Dr. Somasundaram R

Writing a literature review can be a challenging task for researchers and students alike. It requires a comprehensive understanding of the existing body of research on a particular topic. However, with the advent of advanced language models like ChatGPT, the process has become more accessible and efficient.

In this step-by-step guide, ilovephd will explore how you can leverage ChatGPT to write a compelling literature review that is both informative.

A Step-by-Step Guide: How to Use ChatGPT for Writing a Literature Review

Step 1: Defining Your Research Objective Before diving into the literature review process, it is crucial to define your research objective.

Clearly articulate the topic, research question, or hypothesis you aim to address through your literature review. This step will help you maintain focus and guide your search for relevant sources.

Step 2: Identifying Keywords and Search Terms To effectively use ChatGPT to assist in your literature review, you need to identify relevant keywords and search terms related to your research topic.

These keywords will help you narrow down your search and gather pertinent information. Consider using tools like Google Keyword Planner or other keyword research tools to discover commonly used terms in your field.

Step 3: Familiarizing Yourself with ChatGPT Before engaging with ChatGPT, it is essential to understand its capabilities and limitations. Familiarize yourself with the prompts and commands that work best with the model.

Keep in mind that ChatGPT is an AI language model trained on a vast amount of data, so it can provide valuable insights and suggestions, but it’s important to critically evaluate and validate the information it generates.

Step 4: Generating an Initial Literature Review Outline Start by creating an outline for your literature review. Outline the main sections, such as the introduction, methodology, results, discussion, and conclusion.

Within each section, jot down the key points or subtopics you want to cover. This will help you organize your thoughts and structure your review effectively.

Step 5: Engaging with ChatGPT for Research Assistance Once you have your outline ready, engage with ChatGPT for research assistance.

Begin by providing a clear and concise prompt that specifies the topic, context, and any specific questions you have. For example, “What are the current trends in [your research topic]?” or “Can you provide an overview of the main theories on [your research question]?”

Step 6: Reviewing and Selecting Generated Content ChatGPT will generate a response based on your prompt. Carefully review the content generated, considering its relevance, accuracy, and coherence.

Extract key points, relevant references, and insightful arguments from the response and incorporate them into your literature review. Be sure to cite and attribute the sources appropriately.

Step 7: Ensuring Coherence and Flow While ChatGPT can provide valuable content, it’s important to ensure the coherence and flow of your literature review.

Use your critical thinking skills to connect the generated content with your research objective and existing knowledge. Rearrange, rephrase, and expand upon the generated text to ensure it aligns with the structure and purpose of your review.

Step 8: Editing and Proofreading Once you have incorporated the generated content into your literature review, thoroughly edit and proofread the document.

Check for grammatical errors, consistency in referencing, and overall clarity. This step is crucial to ensure your literature review is polished and professional.

ChatGPT prompts to Write a Literature Review

Prompts you can use when engaging with ChatGPT for research assistance in writing a literature review:

  • “Can you provide an overview of the main theories and concepts related to [your research topic]?”
  • “What are the current trends and developments in [your research field]?”
  • “Can you suggest some key studies or research papers on [specific aspect of your research topic]?”
  • “What are the main methodologies used in conducting research on [your research topic]?”
  • “Can you provide a critical analysis of the existing literature on [your research question]?”
  • “Are there any gaps or areas of controversy in the literature on [your research topic] that need further exploration?”
  • “What are the key findings and conclusions from the most recent studies on [your research topic]?”
  • “Can you suggest some reputable journals or publications explore for relevant literature in [your research field]?”
  • “What are the different perspectives or schools of thought in the literature on [your research topic]?”
  • “Can you provide a summary of the historical background and evolution of research on [your research topic]?”

Remember to provide clear and specific instructions in your prompts to guide ChatGPT in generating relevant and accurate content for your literature review.

Using ChatGPT to write a literature review can greatly facilitate the research process. By following a step-by-step approach, researchers can effectively leverage ChatGPT’s capabilities to gather insights, generate content, and enhance the quality of their literature review. However, it is important to approach the generated content critically, validate it with reliable sources, and ensure coherence within the review.

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Using ChatGPT in Medical Research: Current Status and Future Directions

Suebsarn ruksakulpiwat.

1 Department of Medical Nursing, Faculty of Nursing, Mahidol University, Bangkok, Thailand

Ayanesh Kumar

2 School of Medicine, Case Western Reserve University, Cleveland, OH, USA

Anuoluwapo Ajibade

3 College of Art and Science, Department of Anthropology, Case Western Reserve University, Cleveland, OH, USA

This review aims to evaluate the current evidence on the use of the Generative Pre-trained Transformer (ChatGPT) in medical research, including but not limited to treatment, diagnosis, or medication provision.

This review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. We searched Google Scholar, Web of Science, PubMed, and Medline to identify studies published between 2022 and 2023 that aimed to utilize ChatGPT in medical research. All identified references were stored in EndNote.

We initially identified 114 articles, out of which six studies met the inclusion and exclusion criteria for full-text screening. Among the six studies, two focused on drug development (33.33%), two on literature review writing (33.33%), and one each on medical report improvement, provision of medical information, improving research conduct, data analysis, and personalized medicine (16.67% each).

ChatGPT has the potential to revolutionize medical research in various ways. However, its accuracy, originality, academic integrity, and ethical issues must be thoroughly discussed and improved before its widespread implementation in clinical research and medical practice.

Introduction

Artificial intelligence, or AI, has been described as a branch of computer science that focuses on creating intelligent machines that can think and act like humans. 1 AI makes decisions by learning from its environment and the information they obtain. 1 There is various type of AI, including machine learning, an algorithm that learns from data and makes a prediction. 1 , 2 Another type of AI is Natural Language Processing (NLP) which uses algorithms to understand and generate human-like conversations. 3 Recently, AI has been utilized in various ways, such as medical diagnosis, 4 the Internet of Things, 5 and artificial intelligence of things. 6

Especially in healthcare, AI has been beginning to be applied and shows the potential to transform many aspects of patient care and administrative processes within providers or pharmaceutical organizations. 2 A study from Davenport & Kalakota described the potential for AI in healthcare. The author suggested that healthcare providers and life sciences companies already use several types of AI. The fundamental application categories are diagnosis and treatment recommendations, patient engagement and adherence, and administrative activities. 2 A recent systematic review aimed to evaluate the existing evidence of a machine learning-based classification system that stratifies patients with stroke. The result found that machine learning models have the potential to help healthcare providers with stroke diagnoses that can lead to early treatment and improve patient outcomes. 7

Generative Pre-trained Transformer, or ChatGPT, an NLP system, is a chatbot launched by OpenAI in November 2022. It was designed to generate human-like conversations by understanding the context of a conversation and generating appropriate responses. 8 , 9 ChatGPT has several features that make it a powerful NLP system. It can understand the context of a conversation and generate appropriate responses in different styles, such as formal, informal, and humorous. 9 There is a debate about using ChatGPT in medical research, and a potential concern has been noted. For example, privacy and security. In medical research, AI systems depend on access to large amounts of private data, such as medical records. The data could be accessed by unauthorized parties and used for nefarious purposes if the data is not adequately protected and secured. 10 In addition, misuse and over-reliance is other significant concern that must be noted. Although AI systems like ChatGPT can be compelling, they could be better. Medical professionals may over-rely on AI systems and trust their decisions without adequately considering the limitations and potential errors of the technology. 10

This review aims to evaluate the current evidence related to the use of ChatGPT in medical research, including its potential to provide treatment, diagnosis, and medication. Although ChatGPT’s use in healthcare is still in its early stages, there is a need for sufficient prior research on the concept, research fields, and application cases. Therefore, this review seeks to provide insights into the current trends of utilizing this technology in medical research and offer suggestions for future research.

Identify Relevant Studies

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines 11 were used to guide the identification, screening, exclusion, and inclusion of articles in this review. Four electronic databases (Google Scholar, Web of Science, PubMed, and Medline) were searched on January 21, 2023, at 9:26 PM EST to identify articles published between 2022 and 2023 that were related to or aimed to utilize ChatGPT in medical research. The search terms “ChatGPT” AND “Chatbot” AND “Medical Research” were used. Additionally, the reference lists of the included studies were manually searched to obtain relevant studies, and all references were stored in EndNote. A flow diagram was created to present the results of the search and screening process, following the PRISMA guidelines.

Study Selection

The authors independently screened the titles and abstracts of the identified studies to determine their relevance. Subsequently, the full text of the selected articles was also assessed to ensure they met the inclusion criteria. These criteria were implemented to ensure that only studies relevant to the objective of the review were included. Similarly, exclusion criteria were used to eliminate literature unrelated to the review ( Table 1 ).

Inclusion and Exclusion Criteria

Data Extraction

The standardized chart for data extraction ( Supplementary Table 1 ) consisted of the following data for each study: Reference, Year, Country, Study Design, Sample size, Target population, Objective, Results (Utilize ChatGPT in medical research), Main result/key finding and Suggestions for future research.

Search Results

Initially, a total of 114 articles were identified. After running Endnote X8, no duplicates were found. Subsequently, 114 articles were screened based on their title and abstract using the inclusion and exclusion criteria, resulting in six articles eligible for full-text screening. During the full-text screening phase, no articles were excluded, and all six articles were included in the final analysis. Finally, the retrieval process was outlined using the PRISMA flow chart, as shown in Figure 1 .

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Object name is JMDH-16-1513-g0001.jpg

PRISMA flow chart.

Description of Included Studies

Table 2 displays that of the six included studies, two were published in 2023 (33.33%), and four were published in 2022 (66.67%). The studies were mainly conducted in the USA and Germany, with two studies from each country (25% each). One study was conducted in each of the following countries: the Republic of Korea, Turkey, Spain, and Switzerland, each accounting for 12.5%. The most popular study design was literature review (n = 2, 33.33%), followed by case study (n = 1, 16.67%), editorial (n = 1, 16.67%), and perspective (n = 1, 16.67%). One study had a sample size of 15 (16.67%), while the rest did not specify the target population due to the study design (n = 5, 83.33%). Only one study focused on radiologists (16.67%), while the majority did not have a specific target population (n = 5, 83.33%).

The Characteristics of the Included Studies

CharacteristicNumber*Percentage (%)
2023233.33%
2022466.67%
USA225%
Germany225%
Republic of Korea112.5%
Turkey112.5%
Spain112.5%
Switzerland112.5%
Literature review233.33%
Case study116.67%
Editorial116.67%
Perspective116.67%
Not specific116.67%
15116.67%
N/A583.33%
Radiologists116.67%
N/A583.33%

Note : *The number of included studies.

Abbreviation : N/A, Not applicable.

Description of the Key Finding of Included Studies

Table 3 summarizes the key findings of the included studies. Two studies (33.33%) explored the use of ChatGPT in drug development. In comparison, another two studies (33.33%) examined its application in writing literature reviews. One study (16.67%) described using ChatGPT for medical report improvement, one for providing treatment, one for providing medical information, one for improving research conduction, one for data analysis, and one for personalized medicine.

Key Findings of Included Studies

Main Result/Key FindingReferencesThe Total Included Studies (n, %)
[ ][ ][ ][ ][ ][ ]
Drug Development 2 (33.33%)
Medical Report Improvement 1 (16.67%)
Providing Treatment 1 (16.67%)
Providing Medical Information 1 (16.67%)
Writing Literature Review 2 (33.33%)
Improve Research Conduction 1 (16.67%)
Data Analysis 1 (16.67%)
Personalize Medicine 1 (16.67%)

This review summarizes the use of ChatGPT in medical research. Currently, this AI is primarily used in drug development, improving medical reports, providing treatment and medical information, writing literature reviews on health-related topics, improving research conduct, data analysis, and personalizing medicine. The discussion section details how ChatGPT was utilized in each area and how it could be implemented in future research.

Drug Development

Evidence shows the potential of using AI technology in new drug development. Mann used ChatGPT to discuss the role of AI in translational medicine. The result illustrated that AI algorithms could help speed up new drug development and treatment and identify the side effect and interactions. 17 In addition, a study by Blanco-Gonzalez et al discussed the benefits, challenges, and drawbacks of AI in drug discovery. It has shown that AI techniques, such as machine learning, can accelerate and improve drug development processes by enabling more efficient and accurate analysis of large amounts of data. 12 This is consistent with previous studies suggesting that AI has been found to improve the efficiency of the drug development process and successfully predict the efficacy of drug compounds with high accuracy. 18 , 19 Although AI is expected to significantly contribute to developing new medications in the following few years, limitations, including ethical issues, must be considered. Moreover, AI should be cautiously employed in science until it can be entrusted to produce reliable and accurate information. Also, it is crucial to carefully evaluate the information provided by AI tools such as ChatGPT and validate it using reliable sources.

Medical Report Improvement

Although ChatGPT is not explicitly developed for simplifying medical reports, it has surprisingly performed well. One of our included studies investigated the phenomenon that ChatGPT may be used to simplify radiology reports. This case study included 15 radiologists to provide the agreement in radiology reports generated by ChatGPT. 13 Overall, radiologists agreed that the simplified reports generated by ChatGPT were complete but had some errors, such as missed findings or unspecific locations. Accordingly, it may cause imprecision in the medical context, leading to an error in patient treatment and clinical decision-making. 13 A previous study discussing using AI for quality improvement in radiology also suggested that AI can provide more support, such as ensuring medical reports are accurate, readable, and helpful to patients and healthcare providers. 20 However, future research is still needed to validate the findings and further explore the possibilities of this new technology in the medical domain. In this case, ChatGPT may involve a simplified radiology report autogenerated alongside an original report, proofread by a radiologist, and corrected where needed.

Providing Treatment and Medical Information

The study by Kim determined the medical information and treatment options that ChatGPT can provide for shoulder impingement syndrome (SIS). 14 The result reveals that ChatGPT output provides essential and uncontroversial treatment options for SIS. However, more details and specific treatment options still need to be obtained through a medical professional. Thus, it will be difficult for non-experts to determine treatment options based on minimal depth in the information provided by ChatGPT since effective treatment varies greatly depending on an individual’s condition or degree of SIS. 14 Regarding medical information, ChatGPT considers exercise to be one of the critical factors in recovering from SIS and provides several exercise examples. However, the description of the posture and action of the pendulum exercise was inaccurate. 14 As Davenport & Kalakota suggested, AI will have a vital role in future healthcare offerings, particularly in treatment applications. However, accuracy and ethical issues must be addressed, making it challenging. 2 Similarly, ChatGPT can provide general and basic-level medical information. Nevertheless, future technological advancements in the medical field must pave the way to develop this AI to be more accurate and detailed in medical and treatment information.

Writing a Literature Review on a Health-Related Topic

Two included studies used ChatGPT to conduct the literature review on the medical-related topic. The literature review by Blanco-Gonzalez et al discussed the benefits, challenges, and drawbacks of AI in drug discovery and proposed possible strategies and approaches for overcoming barriers. This review was generated with the assistance of ChatGPT and verified by human authors. 12 Furthermore, Aydın & Karaarslan used ChatGPT to create a literature review of the theme of the application of digital twins in healthcare. 15 The result shows that the texts written by study authors tested a low level of plagiarism compared to ChatGPT. On the other hand, the paraphrased abstracts created by ChatGPT had very high levels of plagiarism. Also, ChatGPT does not produce original texts after paraphrasing. 15

A previous study aimed to determine whether ChatGPT can write a good boolean query for a systematic literature review search. The authors recommended that AI can follow complex instructions and generate exact queries, making it a valuable innovation for researchers conducting systematic reviews. 21 However, human editing and verification are still necessary to minimize plagiarism and errors. Additionally, utilizing ChatGPT to conduct research, such as a literature review, presents challenges due to originality and academic integrity issues. Therefore, researchers should carefully consider the policies of their research institutions and journals before using AI in their research writing.

Research Conduction, Data Analysis, and Personalized Medicine

Two studies included in the review report the potential of using ChatGPT in conducting research, data analysis, and personalized medicine. 16 , 17 Cahan & Treutlein illustrated how ChatGPT could assist practitioners across the broader stem cell research discipline, mainly by saving them time to conduct more research. 16 The author stated that ChatGPT could aid stem cell research in three ways: 1) the ability to process and analyze a large amount of cell-related data, 2) the optimization of stem cell culture conditions to allow for more efficient and controlled growth of stem cells, and 3) the creation of detailed models of stem cell behavior, helping researchers better understand how these cells respond to stimuli and how they can be manipulated for different purposes. 16

Likewise, Mann discussed the role of ChatGPT in translational medicine. The researcher suggested the following future directions for AI in translational medicine: 1) AI can be used in big data analysis, such as electronic medical records and genomic data, to help identify factors causing disease and predict patient outcomes; 2) AI can help develop personalized medicine that is tailored to the specific needs and characteristics of individual patients. 17 However, using ChatGPT in translational medicine presents challenges, such as: 1) algorithms can be biased and incomplete if the training data is biased and incomplete, potentially leading to inaccurate results that could impact patient care and outcomes; 2) AI may not fully understand the biological mechanisms of the human body system, resulting in limitations in providing factors contributing to disease and treatment; and 3) ethical implications of using AI, such as discrimination against certain populations or prioritizing specific groups, could lead to future healthcare inequalities and impact human life. 17

There are limitations to our review that need to be noted. Firstly, our search was limited to articles published in English between 2022 and 2023. Therefore, research published in other languages or outside of this timeframe may have been omitted, which could limit the generalizability and raise issues regarding the validity of the finding. Additionally, we focused specifically on the use of ChatGPT in medical research and did not include other potential applications of this technology in related fields. Finally, while we searched a range of databases, it is possible that some relevant studies were not captured by our search strategy.

Conclusion and Suggestions for Future Research

Over the recent years, ChatGPT has demonstrated its role in advancing the medical field, from supporting translational medicine and drug development with detailed and accurate data analysis to complementing medical practice and patient experience with improved medical reporting, diagnostics, and treatment plans. However, further work is required to enhance accuracy, originality, bias, and misuse and overcome issues pertaining to academic integrity, privacy, and ethics prior to the extensive application of this tool within research and clinical practice.

It is important to note that ChatGPT was not explicitly developed for application in research and medicine. As such, it lacks a much-needed depth in scientific and medical knowledge underlying mechanisms of disease and treatment. Yet, it has performed surprisingly well in providing basic-level support in research and clinical settings. This is a testament to its potential to revolutionize medicine and healthcare if further technological advancement of this model is made in conjunction with the medical field. For instance, future work must focus on training AI to develop an extensive understanding of the biological and medical sciences to improve the accuracy and depth of its analysis, diagnostics, and treatment plan generation. In addition, appropriate ethical guidelines, limitations, and authorizations must be placed on its use to prevent unauthorized use and protect privacy. Moreover, similar studies conducted in the future with improved models applied within research and clinical settings are required to track its progress. Finally, surveys of physicians’ and patients’ experiences and opinions may also aid in evaluating ChatGPT’s role in paving the way for a more seamless provider and patient care experience, respectively.

ChatGPT also has practical potential for enhancing patient care and treatment outcomes by providing medical information and facilitating communication between patients and healthcare providers. Academically, ChatGPT can advance understanding, identify new research questions, and improve data analysis and interpretation accuracy. Nevertheless, there are potential risks, such as the dissemination of inaccurate information and ethical concerns about informed consent, privacy, and data security. Therefore, researchers and healthcare providers must consider these factors when implementing ChatGPT-based interventions.

The authors report no conflicts of interest in this work.

ChatGPT and Academic Research: A Review and Recommendations Based on Practical Examples

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Resources on Lit Reviews & AI

  • How to Use ChatGPT to Accelerate Literature Review I’d like to show you how I use ChatGPT to speed up my literature review process. The topic I am exploring is heterogeneity(diversity) learning. I started with the keyword “Info-GAIL” as I read about it when using GAIL in the past.
  • ChatGPT Simple Literature Review Template The evolution of library services in the digital age has seen a significant shift towards automation and artificial intelligence applications, with OpenAI's ChatGPT being one of the most popular tools. This literature review explores the trends in the application of ChatGPT in library settings, focusing on user engagement and support services from 2015 to 2023.
  • ChatGPT as a Tool for Library Research – Some Notes and Suggestions I see ChatGPT and its alternatives as having partial value as tools for library searching. You can use them without any training, but they will perform better when you know some details about them.

9 Ways To Use ChatGPT To Write A Literature Review (WITHOUT Plagiarism) Video

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How to Use ChatGPT to Write a Literature Review With Prompts

Dr. Somasundaram R | https://www.ilovephd.com/ | Copyright © 2019-2023 – iLovePhD | May 19, 2023

Writing a literature review can be a challenging task for researchers and students alike. It requires a comprehensive understanding of the existing body of research on a particular topic. However, with the advent of advanced language models like ChatGPT, the process has become more accessible and efficient.

Discover how to effectively utilize ChatGPT as a research assistant to write a comprehensive and SEO-friendly literature review. Follow our step-by-step guide to leverage this powerful tool, optimize your review for search engines, and contribute to the scholarly conversation in your field.

A Step-by-Step Guide: How to Use ChatGPT for Writing a Literature Review

Step 1: Defining Your Research Objective Before diving into the literature review process, it is crucial to define your research objective.

Clearly articulate the topic, research question, or hypothesis you aim to address through your literature review. This step will help you maintain focus and guide your search for relevant sources.

Step 2: Identifying Keywords and Search Terms To effectively use ChatGPT to assist in your literature review, you need to identify relevant keywords and search terms related to your research topic.

These keywords will help you narrow down your search and gather pertinent information. Consider using tools like Google Keyword Planner or other keyword research tools to discover commonly used terms in your field.

Step 3: Familiarizing Yourself with ChatGPT Before engaging with ChatGPT, it is essential to understand its capabilities and limitations. Familiarize yourself with the prompts and commands that work best with the model.

Keep in mind that ChatGPT is an AI language model trained on a vast amount of data, so it can provide valuable insights and suggestions, but it’s important to critically evaluate and validate the information it generates.

Step 4: Generating an Initial Literature Review Outline Start by creating an outline for your literature review. Outline the main sections, such as the introduction, methodology, results, discussion, and conclusion.

Within each section, jot down the key points or subtopics you want to cover. This will help you organize your thoughts and structure your review effectively.

Step 5: Engaging with ChatGPT for Research Assistance Once you have your outline ready, engage with ChatGPT for research assistance.

Begin by providing a clear and concise prompt that specifies the topic, context, and any specific questions you have. For example, “What are the current trends in [your research topic]?” or “Can you provide an overview of the main theories on [your research question]?”

Step 6: Reviewing and Selecting Generated Content ChatGPT will generate a response based on your prompt. Carefully review the content generated, considering its relevance, accuracy, and coherence.

Extract key points, relevant references, and insightful arguments from the response and incorporate them into your literature review. Be sure to cite and attribute the sources appropriately.

Step 7: Ensuring Coherence and Flow While ChatGPT can provide valuable content, it’s important to ensure the coherence and flow of your literature review.

Use your critical thinking skills to connect the generated content with your research objective and existing knowledge. Rearrange, rephrase, and expand upon the generated text to ensure it aligns with the structure and purpose of your review.

Step 8: Editing and Proofreading Once you have incorporated the generated content into your literature review, thoroughly edit and proofread the document.

Check for grammatical errors, consistency in referencing, and overall clarity. This step is crucial to ensure your literature review is polished and professional.

ChatGPT prompts to Write a Literature Review

Prompts you can use when engaging with ChatGPT for research assistance in writing a literature review:

“Can you provide an overview of the main theories and concepts related to [your research topic]?”

“What are the current trends and developments in [your research field]?”

“Can you suggest some key studies or research papers on [specific aspect of your research topic]?”

“What are the main methodologies used in conducting research on [your research topic]?”

“Can you provide a critical analysis of the existing literature on [your research question]?”

“Are there any gaps or areas of controversy in the literature on [your research topic] that need further exploration?”

“What are the key findings and conclusions from the most recent studies on [your research topic]?”

“Can you suggest some reputable journals or publications explore for relevant literature in [your research field]?”

“What are the different perspectives or schools of thought in the literature on [your research topic]?”

“Can you provide a summary of the historical background and evolution of research on [your research topic]?”

Remember to provide clear and specific instructions in your prompts to guide ChatGPT in generating relevant and accurate content for your literature review.

Using ChatGPT to write a literature review can greatly facilitate the research process. By following a step-by-step approach, researchers can effectively leverage ChatGPT’s capabilities to gather insights, generate content, and enhance the quality of their literature review. However, it is important to approach the generated content critically, validate it with reliable sources, and ensure coherence within the review.

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using chatgpt to conduct a literature review

—User-friendly Interface that allows faculty, staff and students to engage in chat-based queries and benefit from the expertise of GENAI technology

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using chatgpt to conduct a literature review

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  • The knowledge cutoff for the ChatGPT 3.5 is September 2021 and it has no access to the Internet. Academic users may consider alternatives such as  Semantic Scholar,  Elicit,  Consensus  or other AI-powered tools for doing  real-time  literature reviews.
  • Input/ Output length  - ChatGPT-3.5 allows a maximum token limit of 4096 tokens. According to ChatGPT " On average, a token in English is roughly equivalent to 4 bytes or characters. English words are typically around 5 characters long. This means that, very roughly, you could fit around 800 to 1000 English words within 4096 tokens." 
  • Notes : (1) According to ChatGPT, the generated responses are non-deterministic by default. So if you run the searches again and get slightly or very different results than the ones listed on this guide, it's likely due to this factor. (2) While ChatGPT or Bing Chat searches offer conversational interaction, they might not be a substitute for the rigor and reliability of traditional academic database searches.  

KEYWORD GENERATION

Write a literature review abstract based on the following keywords: Keywords: Artificial Intelligence, Employment Trends, Skill Development, Future Workforce

Infant death Neonatal mortality  (referring specifically to deaths within the first 28 days of life) Perinatal mortality  (referring to deaths occurring during the period from 22 completed weeks of gestation to 7 completed days after birth) Early childhood mortality  (referring to deaths occurring within the first five years of life) Child mortality  (referring to deaths occurring before the age of 18) [Press the  Regenerate  button to get more.]

  • Example -   RELATED WORDS What are the related words of infant mortality?

Neonatal mortality, Post-neonatal mortality, Stillbirths, Low birth weight, Malnutrition, Infectious diseases, Vaccination, Maternal health,  Access to healthcare, Poverty, Social inequality, Sanitation, Hygiene, Water quality, Childbirth complications, Congenital abnormalities, Birth defects, Maternal age, Under-five mortality, Child mortality, Perinatal mortality, Preterm birth, Low birth weight, Sudden infant death syndrome (SIDS), Maternal mortality, Postnatal care, Malnutrition, Immunization, Access to healthcare, Clean water and sanitation, Congenital anomalies, Infant health disparities, Infant mortality rate (IMR), Infant survival.  

(("Infant Death"[Mesh] OR "Sudden Infant Death Syndrome"[Mesh] OR "Infant Mortality"[Mesh] OR "Perinatal Mortality"[Mesh] OR "Neonatal Mortality"[Mesh] OR "Fetal Mortality"[Mesh] OR "Infant Death" OR "Sudden Infant Death Syndrome" OR "Infant Mortality" OR "Perinatal Mortality" OR "Neonatal Mortality" OR "Fetal Mortality") AND ("Risk Factors"[Mesh] OR "Etiology"[Mesh] OR "Prevention and Control"[Mesh] OR "Interventions"[Mesh] OR "Public Health"[Mesh] OR "Health Disparities"[Mesh] OR "Healthcare Disparities"[Mesh] OR "Poverty"[Mesh] OR "Malnutrition"[Mesh] OR "Infection"[Mesh] OR "Congenital Abnormalities"[Mesh] OR "Prematurity"[Mesh] OR "Low Birth Weight"[Mesh] OR "Maternal Education"[Mesh] OR "Maternal Health"[Mesh] OR "Risk Factors" OR "Etiology" OR "Prevention and Control" OR "Interventions" OR "Public Health" OR "Health Disparities" OR "Healthcare Disparities" OR "Poverty" OR "Malnutrition" OR "Infection" OR "Congenital Abnormalities" OR "Prematurity" OR "Low Birth Weight" OR "Maternal Education" OR "Maternal Health"))

Comments and Suggestions: #1 -This search string may not work on all database platforms. For example,  Medline (OVID)  may not be able to run it,  Medline  &  CINAHL (EBSCO)  can run it without any problems while   PubMed  will run it but it will indicate which MeSH terms are not indexed. See PubMed's search  History and Details  under  Advanced . #2 -This is just one possible search string and you may need to adjust it based on your specific research questions and the databases you are using. #3 - It might be easier if you break the task into 3 parts: ask the chatbot give you the synonyms > ask it to give you the thesauri terms > and ask it to combine them.

RESEARCH QUESTION

Increased risk of sudden infant death syndrome (SIDS) Increased risk of premature birth Increased risk of low birth weight Increased risk of respiratory problems in newborns Increased risk of respiratory problems in infants exposed to secondhand smoke Increased risk of developing asthma and other respiratory illnesses later in life for infants exposed to secondhand smoke Please generate a literature review that addresses the research question: 'What are the effects of social media on the mental health of adolescents? [Author's note : If you ask for the specific studies, ChatGPT may generate   non-existent references or false knowledge. To find out   why Large Language Models   hallucinate, check out this WiKi article:  Hallucination (artificial intelligence)   and this blog post -   A Gentle Introduction to Hallucinations in Large Language Models  by Adrian Tam ]

DATABASE RECOMMENDATIONS  

Heath Science  -  Which databases to use to find articles on the EFFECTS OF MATERNAL SMOKING ON INFANT DEATH? PubMed:  This is a database of biomedical literature from the National Library of Medicine. It includes articles from medical journals and other sources on a wide range of health-related topics. Embase:  This is a database of biomedical literature that covers more international and pharmaceutical content than PubMed. It includes articles from medical journals and other sources on a wide range of health-related topics. Cochrane Library : This is a collection of databases that provides systematic reviews and meta-analyses of healthcare interventions, including interventions related to maternal smoking and infant death. Scopus:  This is a multidisciplinary database that covers research from a wide range of fields, including health sciences. It includes articles from scientific journals, books, and conference proceedings. Web of Science:  This is a database that covers research from a wide range of fields, including health sciences. It includes articles from scientific journals, books, and conference proceedings. CINAHL:  This is a database of nursing and allied health literature, including articles on maternal smoking and infant death. [Note: The response above was copied and pasted directly from ChatGPT. No editing was added.] Education  --  I am doing a  meta-analysis  on k-12 STEM education. What databases should I use? ERIC : This is a database of education research and information, including articles from journals, reports, and conference papers. It is a commonly used database for educational research. Education Source : This is a comprehensive database of education research and information, including articles from journals, books, and conference papers. Web of Science:  This is a multidisciplinary database that covers research from a wide range of fields, including education. It includes articles from scientific journals, books, and conference proceedings. Scopus:  This is another multidisciplinary database that covers research from a wide range of fields, including education. It includes articles from scientific journals, books, and conference proceedings. PsycINFO:  This is a database of psychology research, including articles from journals, books, and dissertations. It can be useful for research on STEM education that includes psychological factors. Cochrane Library : This is a collection of databases that provides systematic reviews and meta-analyses of healthcare interventions including interventions related to education.

Example:   ACT-AS-AN-EXPERT PROMPT Here's an alternative way to consolidate all the questions into a single consultation by using this popular Act-As-An-Expert prompt, aka, system message prompt:  I am going to conduct a systematic review on games and mathematics related to K-12 education  I want you to act as a systematic review expert. I will ask you some questions related to my research topic and you advise me on how to do it. 

GREY LITERATURE  

Please show me all the resources that offer grey literature for conducting research in the field of education     ERIC (Education Resources Information Center): https://eric.ed.gov/     OpenGrey: http://www.opengrey.eu/     British Education Index: https://www.ebscohost.com/academic/british-education-index     WorldCat: https://www.worldcat.org/     ProQuest Dissertations & Theses Global: https://www.proquest.com/products-services/pqdtglobal.html     EThOS (Electronic Theses Online Service): https://ethos.bl.uk/     Institutional Repositories of universities and academic institutions (search for specific institution repositories)     American Educational Research Association (AERA): https://www.aera.net/     National Education Association (NEA): https://www.nea.org/     Association for Supervision and Curriculum Development (ASCD): http://www.ascd.org/     RAND Corporation: https://www.rand.org/     National Center for Education Research (NCER): https://ies.ed.gov/ncer/     National Center for Education Statistics (NCES): https://nces.ed.gov/     European Educational Research Association (EERA): https://www.eera-ecer.de/     UNESCO International Institute for Educational Planning (IIEP): http://www.iiep.unesco.org/     Organization for Economic Cooperation and Development (OECD): https://www.oecd.org/education/     Education Development Center (EDC): https://www.edc.org/     National Institute for Educational Policy Research (NIER) - Japan: https://www.nier.go.jp/     Australian Council for Educational Research (ACER): https://www.acer.org/     Canadian Education Association (CEA): https://www.cea-ace.ca/ My topic is about stem education. Which grey literature databases should I use?    STEM Education Research Centre (SERC) Grey Literature Database    National STEM Education Research Repository (NSERR)    National Science Digital Library (NSDL)    STEM Education Resource Center (SERC) GrayLit Network    STEM Education Grey Literature Library

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A systematic literature review of empirical research on ChatGPT in education

  • Open access
  • Published: 26 May 2024
  • Volume 3 , article number  60 , ( 2024 )

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using chatgpt to conduct a literature review

  • Yazid Albadarin   ORCID: orcid.org/0009-0005-8068-8902 1 ,
  • Mohammed Saqr 1 ,
  • Nicolas Pope 1 &
  • Markku Tukiainen 1  

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Over the last four decades, studies have investigated the incorporation of Artificial Intelligence (AI) into education. A recent prominent AI-powered technology that has impacted the education sector is ChatGPT. This article provides a systematic review of 14 empirical studies incorporating ChatGPT into various educational settings, published in 2022 and before the 10th of April 2023—the date of conducting the search process. It carefully followed the essential steps outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines, as well as Okoli’s (Okoli in Commun Assoc Inf Syst, 2015) steps for conducting a rigorous and transparent systematic review. In this review, we aimed to explore how students and teachers have utilized ChatGPT in various educational settings, as well as the primary findings of those studies. By employing Creswell’s (Creswell in Educational research: planning, conducting, and evaluating quantitative and qualitative research [Ebook], Pearson Education, London, 2015) coding techniques for data extraction and interpretation, we sought to gain insight into their initial attempts at ChatGPT incorporation into education. This approach also enabled us to extract insights and considerations that can facilitate its effective and responsible use in future educational contexts. The results of this review show that learners have utilized ChatGPT as a virtual intelligent assistant, where it offered instant feedback, on-demand answers, and explanations of complex topics. Additionally, learners have used it to enhance their writing and language skills by generating ideas, composing essays, summarizing, translating, paraphrasing texts, or checking grammar. Moreover, learners turned to it as an aiding tool to facilitate their directed and personalized learning by assisting in understanding concepts and homework, providing structured learning plans, and clarifying assignments and tasks. However, the results of specific studies (n = 3, 21.4%) show that overuse of ChatGPT may negatively impact innovative capacities and collaborative learning competencies among learners. Educators, on the other hand, have utilized ChatGPT to create lesson plans, generate quizzes, and provide additional resources, which helped them enhance their productivity and efficiency and promote different teaching methodologies. Despite these benefits, the majority of the reviewed studies recommend the importance of conducting structured training, support, and clear guidelines for both learners and educators to mitigate the drawbacks. This includes developing critical evaluation skills to assess the accuracy and relevance of information provided by ChatGPT, as well as strategies for integrating human interaction and collaboration into learning activities that involve AI tools. Furthermore, they also recommend ongoing research and proactive dialogue with policymakers, stakeholders, and educational practitioners to refine and enhance the use of AI in learning environments. This review could serve as an insightful resource for practitioners who seek to integrate ChatGPT into education and stimulate further research in the field.

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1 Introduction

Educational technology, a rapidly evolving field, plays a crucial role in reshaping the landscape of teaching and learning [ 82 ]. One of the most transformative technological innovations of our era that has influenced the field of education is Artificial Intelligence (AI) [ 50 ]. Over the last four decades, AI in education (AIEd) has gained remarkable attention for its potential to make significant advancements in learning, instructional methods, and administrative tasks within educational settings [ 11 ]. In particular, a large language model (LLM), a type of AI algorithm that applies artificial neural networks (ANNs) and uses massively large data sets to understand, summarize, generate, and predict new content that is almost difficult to differentiate from human creations [ 79 ], has opened up novel possibilities for enhancing various aspects of education, from content creation to personalized instruction [ 35 ]. Chatbots that leverage the capabilities of LLMs to understand and generate human-like responses have also presented the capacity to enhance student learning and educational outcomes by engaging students, offering timely support, and fostering interactive learning experiences [ 46 ].

The ongoing and remarkable technological advancements in chatbots have made their use more convenient, increasingly natural and effortless, and have expanded their potential for deployment across various domains [ 70 ]. One prominent example of chatbot applications is the Chat Generative Pre-Trained Transformer, known as ChatGPT, which was introduced by OpenAI, a leading AI research lab, on November 30th, 2022. ChatGPT employs a variety of deep learning techniques to generate human-like text, with a particular focus on recurrent neural networks (RNNs). Long short-term memory (LSTM) allows it to grasp the context of the text being processed and retain information from previous inputs. Also, the transformer architecture, a neural network architecture based on the self-attention mechanism, allows it to analyze specific parts of the input, thereby enabling it to produce more natural-sounding and coherent output. Additionally, the unsupervised generative pre-training and the fine-tuning methods allow ChatGPT to generate more relevant and accurate text for specific tasks [ 31 , 62 ]. Furthermore, reinforcement learning from human feedback (RLHF), a machine learning approach that combines reinforcement learning techniques with human-provided feedback, has helped improve ChatGPT’s model by accelerating the learning process and making it significantly more efficient.

This cutting-edge natural language processing (NLP) tool is widely recognized as one of today's most advanced LLMs-based chatbots [ 70 ], allowing users to ask questions and receive detailed, coherent, systematic, personalized, convincing, and informative human-like responses [ 55 ], even within complex and ambiguous contexts [ 63 , 77 ]. ChatGPT is considered the fastest-growing technology in history: in just three months following its public launch, it amassed an estimated 120 million monthly active users [ 16 ] with an estimated 13 million daily queries [ 49 ], surpassing all other applications [ 64 ]. This remarkable growth can be attributed to the unique features and user-friendly interface that ChatGPT offers. Its intuitive design allows users to interact seamlessly with the technology, making it accessible to a diverse range of individuals, regardless of their technical expertise [ 78 ]. Additionally, its exceptional performance results from a combination of advanced algorithms, continuous enhancements, and extensive training on a diverse dataset that includes various text sources such as books, articles, websites, and online forums [ 63 ], have contributed to a more engaging and satisfying user experience [ 62 ]. These factors collectively explain its remarkable global growth and set it apart from predecessors like Bard, Bing Chat, ERNIE, and others.

In this context, several studies have explored the technological advancements of chatbots. One noteworthy recent research effort, conducted by Schöbel et al. [ 70 ], stands out for its comprehensive analysis of more than 5,000 studies on communication agents. This study offered a comprehensive overview of the historical progression and future prospects of communication agents, including ChatGPT. Moreover, other studies have focused on making comparisons, particularly between ChatGPT and alternative chatbots like Bard, Bing Chat, ERNIE, LaMDA, BlenderBot, and various others. For example, O’Leary [ 53 ] compared two chatbots, LaMDA and BlenderBot, with ChatGPT and revealed that ChatGPT outperformed both. This superiority arises from ChatGPT’s capacity to handle a wider range of questions and generate slightly varied perspectives within specific contexts. Similarly, ChatGPT exhibited an impressive ability to formulate interpretable responses that were easily understood when compared with Google's feature snippet [ 34 ]. Additionally, ChatGPT was compared to other LLMs-based chatbots, including Bard and BERT, as well as ERNIE. The findings indicated that ChatGPT exhibited strong performance in the given tasks, often outperforming the other models [ 59 ].

Furthermore, in the education context, a comprehensive study systematically compared a range of the most promising chatbots, including Bard, Bing Chat, ChatGPT, and Ernie across a multidisciplinary test that required higher-order thinking. The study revealed that ChatGPT achieved the highest score, surpassing Bing Chat and Bard [ 64 ]. Similarly, a comparative analysis was conducted to compare ChatGPT with Bard in answering a set of 30 mathematical questions and logic problems, grouped into two question sets. Set (A) is unavailable online, while Set (B) is available online. The results revealed ChatGPT's superiority in Set (A) over Bard. Nevertheless, Bard's advantage emerged in Set (B) due to its capacity to access the internet directly and retrieve answers, a capability that ChatGPT does not possess [ 57 ]. However, through these varied assessments, ChatGPT consistently highlights its exceptional prowess compared to various alternatives in the ever-evolving chatbot technology.

The widespread adoption of chatbots, especially ChatGPT, by millions of students and educators, has sparked extensive discussions regarding its incorporation into the education sector [ 64 ]. Accordingly, many scholars have contributed to the discourse, expressing both optimism and pessimism regarding the incorporation of ChatGPT into education. For example, ChatGPT has been highlighted for its capabilities in enriching the learning and teaching experience through its ability to support different learning approaches, including adaptive learning, personalized learning, and self-directed learning [ 58 , 60 , 91 ]), deliver summative and formative feedback to students and provide real-time responses to questions, increase the accessibility of information [ 22 , 40 , 43 ], foster students’ performance, engagement and motivation [ 14 , 44 , 58 ], and enhance teaching practices [ 17 , 18 , 64 , 74 ].

On the other hand, concerns have been also raised regarding its potential negative effects on learning and teaching. These include the dissemination of false information and references [ 12 , 23 , 61 , 85 ], biased reinforcement [ 47 , 50 ], compromised academic integrity [ 18 , 40 , 66 , 74 ], and the potential decline in students' skills [ 43 , 61 , 64 , 74 ]. As a result, ChatGPT has been banned in multiple countries, including Russia, China, Venezuela, Belarus, and Iran, as well as in various educational institutions in India, Italy, Western Australia, France, and the United States [ 52 , 90 ].

Clearly, the advent of chatbots, especially ChatGPT, has provoked significant controversy due to their potential impact on learning and teaching. This indicates the necessity for further exploration to gain a deeper understanding of this technology and carefully evaluate its potential benefits, limitations, challenges, and threats to education [ 79 ]. Therefore, conducting a systematic literature review will provide valuable insights into the potential prospects and obstacles linked to its incorporation into education. This systematic literature review will primarily focus on ChatGPT, driven by the aforementioned key factors outlined above.

However, the existing literature lacks a systematic literature review of empirical studies. Thus, this systematic literature review aims to address this gap by synthesizing the existing empirical studies conducted on chatbots, particularly ChatGPT, in the field of education, highlighting how ChatGPT has been utilized in educational settings, and identifying any existing gaps. This review may be particularly useful for researchers in the field and educators who are contemplating the integration of ChatGPT or any chatbot into education. The following research questions will guide this study:

What are students' and teachers' initial attempts at utilizing ChatGPT in education?

What are the main findings derived from empirical studies that have incorporated ChatGPT into learning and teaching?

2 Methodology

To conduct this study, the authors followed the essential steps of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) and Okoli’s [ 54 ] steps for conducting a systematic review. These included identifying the study’s purpose, drafting a protocol, applying a practical screening process, searching the literature, extracting relevant data, evaluating the quality of the included studies, synthesizing the studies, and ultimately writing the review. The subsequent section provides an extensive explanation of how these steps were carried out in this study.

2.1 Identify the purpose

Given the widespread adoption of ChatGPT by students and teachers for various educational purposes, often without a thorough understanding of responsible and effective use or a clear recognition of its potential impact on learning and teaching, the authors recognized the need for further exploration of ChatGPT's impact on education in this early stage. Therefore, they have chosen to conduct a systematic literature review of existing empirical studies that incorporate ChatGPT into educational settings. Despite the limited number of empirical studies due to the novelty of the topic, their goal is to gain a deeper understanding of this technology and proactively evaluate its potential benefits, limitations, challenges, and threats to education. This effort could help to understand initial reactions and attempts at incorporating ChatGPT into education and bring out insights and considerations that can inform the future development of education.

2.2 Draft the protocol

The next step is formulating the protocol. This protocol serves to outline the study process in a rigorous and transparent manner, mitigating researcher bias in study selection and data extraction [ 88 ]. The protocol will include the following steps: generating the research question, predefining a literature search strategy, identifying search locations, establishing selection criteria, assessing the studies, developing a data extraction strategy, and creating a timeline.

2.3 Apply practical screen

The screening step aims to accurately filter the articles resulting from the searching step and select the empirical studies that have incorporated ChatGPT into educational contexts, which will guide us in answering the research questions and achieving the objectives of this study. To ensure the rigorous execution of this step, our inclusion and exclusion criteria were determined based on the authors' experience and informed by previous successful systematic reviews [ 21 ]. Table 1 summarizes the inclusion and exclusion criteria for study selection.

2.4 Literature search

We conducted a thorough literature search to identify articles that explored, examined, and addressed the use of ChatGPT in Educational contexts. We utilized two research databases: Dimensions.ai, which provides access to a large number of research publications, and lens.org, which offers access to over 300 million articles, patents, and other research outputs from diverse sources. Additionally, we included three databases, Scopus, Web of Knowledge, and ERIC, which contain relevant research on the topic that addresses our research questions. To browse and identify relevant articles, we used the following search formula: ("ChatGPT" AND "Education"), which included the Boolean operator "AND" to get more specific results. The subject area in the Scopus and ERIC databases were narrowed to "ChatGPT" and "Education" keywords, and in the WoS database was limited to the "Education" category. The search was conducted between the 3rd and 10th of April 2023, which resulted in 276 articles from all selected databases (111 articles from Dimensions.ai, 65 from Scopus, 28 from Web of Science, 14 from ERIC, and 58 from Lens.org). These articles were imported into the Rayyan web-based system for analysis. The duplicates were identified automatically by the system. Subsequently, the first author manually reviewed the duplicated articles ensured that they had the same content, and then removed them, leaving us with 135 unique articles. Afterward, the titles, abstracts, and keywords of the first 40 manuscripts were scanned and reviewed by the first author and were discussed with the second and third authors to resolve any disagreements. Subsequently, the first author proceeded with the filtering process for all articles and carefully applied the inclusion and exclusion criteria as presented in Table  1 . Articles that met any one of the exclusion criteria were eliminated, resulting in 26 articles. Afterward, the authors met to carefully scan and discuss them. The authors agreed to eliminate any empirical studies solely focused on checking ChatGPT capabilities, as these studies do not guide us in addressing the research questions and achieving the study's objectives. This resulted in 14 articles eligible for analysis.

2.5 Quality appraisal

The examination and evaluation of the quality of the extracted articles is a vital step [ 9 ]. Therefore, the extracted articles were carefully evaluated for quality using Fink’s [ 24 ] standards, which emphasize the necessity for detailed descriptions of methodology, results, conclusions, strengths, and limitations. The process began with a thorough assessment of each study's design, data collection, and analysis methods to ensure their appropriateness and comprehensive execution. The clarity, consistency, and logical progression from data to results and conclusions were also critically examined. Potential biases and recognized limitations within the studies were also scrutinized. Ultimately, two articles were excluded for failing to meet Fink’s criteria, particularly in providing sufficient detail on methodology, results, conclusions, strengths, or limitations. The review process is illustrated in Fig.  1 .

figure 1

The study selection process

2.6 Data extraction

The next step is data extraction, the process of capturing the key information and categories from the included studies. To improve efficiency, reduce variation among authors, and minimize errors in data analysis, the coding categories were constructed using Creswell's [ 15 ] coding techniques for data extraction and interpretation. The coding process involves three sequential steps. The initial stage encompasses open coding , where the researcher examines the data, generates codes to describe and categorize it, and gains a deeper understanding without preconceived ideas. Following open coding is axial coding , where the interrelationships between codes from open coding are analyzed to establish more comprehensive categories or themes. The process concludes with selective coding , refining and integrating categories or themes to identify core concepts emerging from the data. The first coder performed the coding process, then engaged in discussions with the second and third authors to finalize the coding categories for the first five articles. The first coder then proceeded to code all studies and engaged again in discussions with the other authors to ensure the finalization of the coding process. After a comprehensive analysis and capturing of the key information from the included studies, the data extraction and interpretation process yielded several themes. These themes have been categorized and are presented in Table  2 . It is important to note that open coding results were removed from Table  2 for aesthetic reasons, as it included many generic aspects, such as words, short phrases, or sentences mentioned in the studies.

2.7 Synthesize studies

In this stage, we will gather, discuss, and analyze the key findings that emerged from the selected studies. The synthesis stage is considered a transition from an author-centric to a concept-centric focus, enabling us to map all the provided information to achieve the most effective evaluation of the data [ 87 ]. Initially, the authors extracted data that included general information about the selected studies, including the author(s)' names, study titles, years of publication, educational levels, research methodologies, sample sizes, participants, main aims or objectives, raw data sources, and analysis methods. Following that, all key information and significant results from the selected studies were compiled using Creswell’s [ 15 ] coding techniques for data extraction and interpretation to identify core concepts and themes emerging from the data, focusing on those that directly contributed to our research questions and objectives, such as the initial utilization of ChatGPT in learning and teaching, learners' and educators' familiarity with ChatGPT, and the main findings of each study. Finally, the data related to each selected study were extracted into an Excel spreadsheet for data processing. The Excel spreadsheet was reviewed by the authors, including a series of discussions to ensure the finalization of this process and prepare it for further analysis. Afterward, the final result being analyzed and presented in various types of charts and graphs. Table 4 presents the extracted data from the selected studies, with each study labeled with a capital 'S' followed by a number.

This section consists of two main parts. The first part provides a descriptive analysis of the data compiled from the reviewed studies. The second part presents the answers to the research questions and the main findings of these studies.

3.1 Part 1: descriptive analysis

This section will provide a descriptive analysis of the reviewed studies, including educational levels and fields, participants distribution, country contribution, research methodologies, study sample size, study population, publication year, list of journals, familiarity with ChatGPT, source of data, and the main aims and objectives of the studies. Table 4 presents a comprehensive overview of the extracted data from the selected studies.

3.1.1 The number of the reviewed studies and publication years

The total number of the reviewed studies was 14. All studies were empirical studies and published in different journals focusing on Education and Technology. One study was published in 2022 [S1], while the remaining were published in 2023 [S2]-[S14]. Table 3 illustrates the year of publication, the names of the journals, and the number of reviewed studies published in each journal for the studies reviewed.

3.1.2 Educational levels and fields

The majority of the reviewed studies, 11 studies, were conducted in higher education institutions [S1]-[S10] and [S13]. Two studies did not specify the educational level of the population [S12] and [S14], while one study focused on elementary education [S11]. However, the reviewed studies covered various fields of education. Three studies focused on Arts and Humanities Education [S8], [S11], and [S14], specifically English Education. Two studies focused on Engineering Education, with one in Computer Engineering [S2] and the other in Construction Education [S3]. Two studies focused on Mathematics Education [S5] and [S12]. One study focused on Social Science Education [S13]. One study focused on Early Education [S4]. One study focused on Journalism Education [S9]. Finally, three studies did not specify the field of education [S1], [S6], and [S7]. Figure  2 represents the educational levels in the reviewed studies, while Fig.  3 represents the context of the reviewed studies.

figure 2

Educational levels in the reviewed studies

figure 3

Context of the reviewed studies

3.1.3 Participants distribution and countries contribution

The reviewed studies have been conducted across different geographic regions, providing a diverse representation of the studies. The majority of the studies, 10 in total, [S1]-[S3], [S5]-[S9], [S11], and [S14], primarily focused on participants from single countries such as Pakistan, the United Arab Emirates, China, Indonesia, Poland, Saudi Arabia, South Korea, Spain, Tajikistan, and the United States. In contrast, four studies, [S4], [S10], [S12], and [S13], involved participants from multiple countries, including China and the United States [S4], China, the United Kingdom, and the United States [S10], the United Arab Emirates, Oman, Saudi Arabia, and Jordan [S12], Turkey, Sweden, Canada, and Australia [ 13 ]. Figures  4 and 5 illustrate the distribution of participants, whether from single or multiple countries, and the contribution of each country in the reviewed studies, respectively.

figure 4

The reviewed studies conducted in single or multiple countries

figure 5

The Contribution of each country in the studies

3.1.4 Study population and sample size

Four study populations were included: university students, university teachers, university teachers and students, and elementary school teachers. Six studies involved university students [S2], [S3], [S5] and [S6]-[S8]. Three studies focused on university teachers [S1], [S4], and [S6], while one study specifically targeted elementary school teachers [S11]. Additionally, four studies included both university teachers and students [S10] and [ 12 , 13 , 14 ], and among them, study [S13] specifically included postgraduate students. In terms of the sample size of the reviewed studies, nine studies included a small sample size of less than 50 participants [S1], [S3], [S6], [S8], and [S10]-[S13]. Three studies had 50–100 participants [S2], [S9], and [S14]. Only one study had more than 100 participants [S7]. It is worth mentioning that study [S4] adopted a mixed methods approach, including 10 participants for qualitative analysis and 110 participants for quantitative analysis.

3.1.5 Participants’ familiarity with using ChatGPT

The reviewed studies recruited a diverse range of participants with varying levels of familiarity with ChatGPT. Five studies [S2], [S4], [S6], [S8], and [S12] involved participants already familiar with ChatGPT, while eight studies [S1], [S3], [S5], [S7], [S9], [S10], [S13] and [S14] included individuals with differing levels of familiarity. Notably, one study [S11] had participants who were entirely unfamiliar with ChatGPT. It is important to note that four studies [S3], [S5], [S9], and [S11] provided training or guidance to their participants before conducting their studies, while ten studies [S1], [S2], [S4], [S6]-[S8], [S10], and [S12]-[S14] did not provide training due to the participants' existing familiarity with ChatGPT.

3.1.6 Research methodology approaches and source(S) of data

The reviewed studies adopted various research methodology approaches. Seven studies adopted qualitative research methodology [S1], [S4], [S6], [S8], [S10], [S11], and [S12], while three studies adopted quantitative research methodology [S3], [S7], and [S14], and four studies employed mixed-methods, which involved a combination of both the strengths of qualitative and quantitative methods [S2], [S5], [S9], and [S13].

In terms of the source(s) of data, the reviewed studies obtained their data from various sources, such as interviews, questionnaires, and pre-and post-tests. Six studies relied on interviews as their primary source of data collection [S1], [S4], [S6], [S10], [S11], and [S12], four studies relied on questionnaires [S2], [S7], [S13], and [S14], two studies combined the use of pre-and post-tests and questionnaires for data collection [S3] and [S9], while two studies combined the use of questionnaires and interviews to obtain the data [S5] and [S8]. It is important to note that six of the reviewed studies were quasi-experimental [S3], [S5], [S8], [S9], [S12], and [S14], while the remaining ones were experimental studies [S1], [S2], [S4], [S6], [S7], [S10], [S11], and [S13]. Figures  6 and 7 illustrate the research methodologies and the source (s) of data used in the reviewed studies, respectively.

figure 6

Research methodologies in the reviewed studies

figure 7

Source of data in the reviewed studies

3.1.7 The aim and objectives of the studies

The reviewed studies encompassed a diverse set of aims, with several of them incorporating multiple primary objectives. Six studies [S3], [S6], [S7], [S8], [S11], and [S12] examined the integration of ChatGPT in educational contexts, and four studies [S4], [S5], [S13], and [S14] investigated the various implications of its use in education, while three studies [S2], [S9], and [S10] aimed to explore both its integration and implications in education. Additionally, seven studies explicitly explored attitudes and perceptions of students [S2] and [S3], educators [S1] and [S6], or both [S10], [S12], and [S13] regarding the utilization of ChatGPT in educational settings.

3.2 Part 2: research questions and main findings of the reviewed studies

This part will present the answers to the research questions and the main findings of the reviewed studies, classified into two main categories (learning and teaching) according to AI Education classification by [ 36 ]. Figure  8 summarizes the main findings of the reviewed studies in a visually informative diagram. Table 4 provides a detailed list of the key information extracted from the selected studies that led to generating these themes.

figure 8

The main findings in the reviewed studies

4 Students' initial attempts at utilizing ChatGPT in learning and main findings from students' perspective

4.1 virtual intelligent assistant.

Nine studies demonstrated that ChatGPT has been utilized by students as an intelligent assistant to enhance and support their learning. Students employed it for various purposes, such as answering on-demand questions [S2]-[S5], [S8], [S10], and [S12], providing valuable information and learning resources [S2]-[S5], [S6], and [S8], as well as receiving immediate feedback [S2], [S4], [S9], [S10], and [S12]. In this regard, students generally were confident in the accuracy of ChatGPT's responses, considering them relevant, reliable, and detailed [S3], [S4], [S5], and [S8]. However, some students indicated the need for improvement, as they found that answers are not always accurate [S2], and that misleading information may have been provided or that it may not always align with their expectations [S6] and [S10]. It was also observed by the students that the accuracy of ChatGPT is dependent on several factors, including the quality and specificity of the user's input, the complexity of the question or topic, and the scope and relevance of its training data [S12]. Many students felt that ChatGPT's answers were not always accurate and most of them believed that it requires good background knowledge to work with.

4.2 Writing and language proficiency assistant

Six of the reviewed studies highlighted that ChatGPT has been utilized by students as a valuable assistant tool to improve their academic writing skills and language proficiency. Among these studies, three mainly focused on English education, demonstrating that students showed sufficient mastery in using ChatGPT for generating ideas, summarizing, paraphrasing texts, and completing writing essays [S8], [S11], and [S14]. Furthermore, ChatGPT helped them in writing by making students active investigators rather than passive knowledge recipients and facilitated the development of their writing skills [S11] and [S14]. Similarly, ChatGPT allowed students to generate unique ideas and perspectives, leading to deeper analysis and reflection on their journalism writing [S9]. In terms of language proficiency, ChatGPT allowed participants to translate content into their home languages, making it more accessible and relevant to their context [S4]. It also enabled them to request changes in linguistic tones or flavors [S8]. Moreover, participants used it to check grammar or as a dictionary [S11].

4.3 Valuable resource for learning approaches

Five studies demonstrated that students used ChatGPT as a valuable complementary resource for self-directed learning. It provided learning resources and guidance on diverse educational topics and created a supportive home learning environment [S2] and [S4]. Moreover, it offered step-by-step guidance to grasp concepts at their own pace and enhance their understanding [S5], streamlined task and project completion carried out independently [S7], provided comprehensive and easy-to-understand explanations on various subjects [S10], and assisted in studying geometry operations, thereby empowering them to explore geometry operations at their own pace [S12]. Three studies showed that students used ChatGPT as a valuable learning resource for personalized learning. It delivered age-appropriate conversations and tailored teaching based on a child's interests [S4], acted as a personalized learning assistant, adapted to their needs and pace, which assisted them in understanding mathematical concepts [S12], and enabled personalized learning experiences in social sciences by adapting to students' needs and learning styles [S13]. On the other hand, it is important to note that, according to one study [S5], students suggested that using ChatGPT may negatively affect collaborative learning competencies between students.

4.4 Enhancing students' competencies

Six of the reviewed studies have shown that ChatGPT is a valuable tool for improving a wide range of skills among students. Two studies have provided evidence that ChatGPT led to improvements in students' critical thinking, reasoning skills, and hazard recognition competencies through engaging them in interactive conversations or activities and providing responses related to their disciplines in journalism [S5] and construction education [S9]. Furthermore, two studies focused on mathematical education have shown the positive impact of ChatGPT on students' problem-solving abilities in unraveling problem-solving questions [S12] and enhancing the students' understanding of the problem-solving process [S5]. Lastly, one study indicated that ChatGPT effectively contributed to the enhancement of conversational social skills [S4].

4.5 Supporting students' academic success

Seven of the reviewed studies highlighted that students found ChatGPT to be beneficial for learning as it enhanced learning efficiency and improved the learning experience. It has been observed to improve students' efficiency in computer engineering studies by providing well-structured responses and good explanations [S2]. Additionally, students found it extremely useful for hazard reporting [S3], and it also enhanced their efficiency in solving mathematics problems and capabilities [S5] and [S12]. Furthermore, by finding information, generating ideas, translating texts, and providing alternative questions, ChatGPT aided students in deepening their understanding of various subjects [S6]. It contributed to an increase in students' overall productivity [S7] and improved efficiency in composing written tasks [S8]. Regarding learning experiences, ChatGPT was instrumental in assisting students in identifying hazards that they might have otherwise overlooked [S3]. It also improved students' learning experiences in solving mathematics problems and developing abilities [S5] and [S12]. Moreover, it increased students' successful completion of important tasks in their studies [S7], particularly those involving average difficulty writing tasks [S8]. Additionally, ChatGPT increased the chances of educational success by providing students with baseline knowledge on various topics [S10].

5 Teachers' initial attempts at utilizing ChatGPT in teaching and main findings from teachers' perspective

5.1 valuable resource for teaching.

The reviewed studies showed that teachers have employed ChatGPT to recommend, modify, and generate diverse, creative, organized, and engaging educational contents, teaching materials, and testing resources more rapidly [S4], [S6], [S10] and [S11]. Additionally, teachers experienced increased productivity as ChatGPT facilitated quick and accurate responses to questions, fact-checking, and information searches [S1]. It also proved valuable in constructing new knowledge [S6] and providing timely answers to students' questions in classrooms [S11]. Moreover, ChatGPT enhanced teachers' efficiency by generating new ideas for activities and preplanning activities for their students [S4] and [S6], including interactive language game partners [S11].

5.2 Improving productivity and efficiency

The reviewed studies showed that participants' productivity and work efficiency have been significantly enhanced by using ChatGPT as it enabled them to allocate more time to other tasks and reduce their overall workloads [S6], [S10], [S11], [S13], and [S14]. However, three studies [S1], [S4], and [S11], indicated a negative perception and attitude among teachers toward using ChatGPT. This negativity stemmed from a lack of necessary skills to use it effectively [S1], a limited familiarity with it [S4], and occasional inaccuracies in the content provided by it [S10].

5.3 Catalyzing new teaching methodologies

Five of the reviewed studies highlighted that educators found the necessity of redefining their teaching profession with the assistance of ChatGPT [S11], developing new effective learning strategies [S4], and adapting teaching strategies and methodologies to ensure the development of essential skills for future engineers [S5]. They also emphasized the importance of adopting new educational philosophies and approaches that can evolve with the introduction of ChatGPT into the classroom [S12]. Furthermore, updating curricula to focus on improving human-specific features, such as emotional intelligence, creativity, and philosophical perspectives [S13], was found to be essential.

5.4 Effective utilization of CHATGPT in teaching

According to the reviewed studies, effective utilization of ChatGPT in education requires providing teachers with well-structured training, support, and adequate background on how to use ChatGPT responsibly [S1], [S3], [S11], and [S12]. Establishing clear rules and regulations regarding its usage is essential to ensure it positively impacts the teaching and learning processes, including students' skills [S1], [S4], [S5], [S8], [S9], and [S11]-[S14]. Moreover, conducting further research and engaging in discussions with policymakers and stakeholders is indeed crucial for the successful integration of ChatGPT in education and to maximize the benefits for both educators and students [S1], [S6]-[S10], and [S12]-[S14].

6 Discussion

The purpose of this review is to conduct a systematic review of empirical studies that have explored the utilization of ChatGPT, one of today’s most advanced LLM-based chatbots, in education. The findings of the reviewed studies showed several ways of ChatGPT utilization in different learning and teaching practices as well as it provided insights and considerations that can facilitate its effective and responsible use in future educational contexts. The results of the reviewed studies came from diverse fields of education, which helped us avoid a biased review that is limited to a specific field. Similarly, the reviewed studies have been conducted across different geographic regions. This kind of variety in geographic representation enriched the findings of this review.

In response to RQ1 , "What are students' and teachers' initial attempts at utilizing ChatGPT in education?", the findings from this review provide comprehensive insights. Chatbots, including ChatGPT, play a crucial role in supporting student learning, enhancing their learning experiences, and facilitating diverse learning approaches [ 42 , 43 ]. This review found that this tool, ChatGPT, has been instrumental in enhancing students' learning experiences by serving as a virtual intelligent assistant, providing immediate feedback, on-demand answers, and engaging in educational conversations. Additionally, students have benefited from ChatGPT’s ability to generate ideas, compose essays, and perform tasks like summarizing, translating, paraphrasing texts, or checking grammar, thereby enhancing their writing and language competencies. Furthermore, students have turned to ChatGPT for assistance in understanding concepts and homework, providing structured learning plans, and clarifying assignments and tasks, which fosters a supportive home learning environment, allowing them to take responsibility for their own learning and cultivate the skills and approaches essential for supportive home learning environment [ 26 , 27 , 28 ]. This finding aligns with the study of Saqr et al. [ 68 , 69 ] who highlighted that, when students actively engage in their own learning process, it yields additional advantages, such as heightened motivation, enhanced achievement, and the cultivation of enthusiasm, turning them into advocates for their own learning.

Moreover, students have utilized ChatGPT for tailored teaching and step-by-step guidance on diverse educational topics, streamlining task and project completion, and generating and recommending educational content. This personalization enhances the learning environment, leading to increased academic success. This finding aligns with other recent studies [ 26 , 27 , 28 , 60 , 66 ] which revealed that ChatGPT has the potential to offer personalized learning experiences and support an effective learning process by providing students with customized feedback and explanations tailored to their needs and abilities. Ultimately, fostering students' performance, engagement, and motivation, leading to increase students' academic success [ 14 , 44 , 58 ]. This ultimate outcome is in line with the findings of Saqr et al. [ 68 , 69 ], which emphasized that learning strategies are important catalysts of students' learning, as students who utilize effective learning strategies are more likely to have better academic achievement.

Teachers, too, have capitalized on ChatGPT's capabilities to enhance productivity and efficiency, using it for creating lesson plans, generating quizzes, providing additional resources, generating and preplanning new ideas for activities, and aiding in answering students’ questions. This adoption of technology introduces new opportunities to support teaching and learning practices, enhancing teacher productivity. This finding aligns with those of Day [ 17 ], De Castro [ 18 ], and Su and Yang [ 74 ] as well as with those of Valtonen et al. [ 82 ], who revealed that emerging technological advancements have opened up novel opportunities and means to support teaching and learning practices, and enhance teachers’ productivity.

In response to RQ2 , "What are the main findings derived from empirical studies that have incorporated ChatGPT into learning and teaching?", the findings from this review provide profound insights and raise significant concerns. Starting with the insights, chatbots, including ChatGPT, have demonstrated the potential to reshape and revolutionize education, creating new, novel opportunities for enhancing the learning process and outcomes [ 83 ], facilitating different learning approaches, and offering a range of pedagogical benefits [ 19 , 43 , 72 ]. In this context, this review found that ChatGPT could open avenues for educators to adopt or develop new effective learning and teaching strategies that can evolve with the introduction of ChatGPT into the classroom. Nonetheless, there is an evident lack of research understanding regarding the potential impact of generative machine learning models within diverse educational settings [ 83 ]. This necessitates teachers to attain a high level of proficiency in incorporating chatbots, such as ChatGPT, into their classrooms to create inventive, well-structured, and captivating learning strategies. In the same vein, the review also found that teachers without the requisite skills to utilize ChatGPT realized that it did not contribute positively to their work and could potentially have adverse effects [ 37 ]. This concern could lead to inequity of access to the benefits of chatbots, including ChatGPT, as individuals who lack the necessary expertise may not be able to harness their full potential, resulting in disparities in educational outcomes and opportunities. Therefore, immediate action is needed to address these potential issues. A potential solution is offering training, support, and competency development for teachers to ensure that all of them can leverage chatbots, including ChatGPT, effectively and equitably in their educational practices [ 5 , 28 , 80 ], which could enhance accessibility and inclusivity, and potentially result in innovative outcomes [ 82 , 83 ].

Additionally, chatbots, including ChatGPT, have the potential to significantly impact students' thinking abilities, including retention, reasoning, analysis skills [ 19 , 45 ], and foster innovation and creativity capabilities [ 83 ]. This review found that ChatGPT could contribute to improving a wide range of skills among students. However, it found that frequent use of ChatGPT may result in a decrease in innovative capacities, collaborative skills and cognitive capacities, and students' motivation to attend classes, as well as could lead to reduced higher-order thinking skills among students [ 22 , 29 ]. Therefore, immediate action is needed to carefully examine the long-term impact of chatbots such as ChatGPT, on learning outcomes as well as to explore its incorporation into educational settings as a supportive tool without compromising students' cognitive development and critical thinking abilities. In the same vein, the review also found that it is challenging to draw a consistent conclusion regarding the potential of ChatGPT to aid self-directed learning approach. This finding aligns with the recent study of Baskara [ 8 ]. Therefore, further research is needed to explore the potential of ChatGPT for self-directed learning. One potential solution involves utilizing learning analytics as a novel approach to examine various aspects of students' learning and support them in their individual endeavors [ 32 ]. This approach can bridge this gap by facilitating an in-depth analysis of how learners engage with ChatGPT, identifying trends in self-directed learning behavior, and assessing its influence on their outcomes.

Turning to the significant concerns, on the other hand, a fundamental challenge with LLM-based chatbots, including ChatGPT, is the accuracy and quality of the provided information and responses, as they provide false information as truth—a phenomenon often referred to as "hallucination" [ 3 , 49 ]. In this context, this review found that the provided information was not entirely satisfactory. Consequently, the utilization of chatbots presents potential concerns, such as generating and providing inaccurate or misleading information, especially for students who utilize it to support their learning. This finding aligns with other findings [ 6 , 30 , 35 , 40 ] which revealed that incorporating chatbots such as ChatGPT, into education presents challenges related to its accuracy and reliability due to its training on a large corpus of data, which may contain inaccuracies and the way users formulate or ask ChatGPT. Therefore, immediate action is needed to address these potential issues. One possible solution is to equip students with the necessary skills and competencies, which include a background understanding of how to use it effectively and the ability to assess and evaluate the information it generates, as the accuracy and the quality of the provided information depend on the input, its complexity, the topic, and the relevance of its training data [ 28 , 49 , 86 ]. However, it's also essential to examine how learners can be educated about how these models operate, the data used in their training, and how to recognize their limitations, challenges, and issues [ 79 ].

Furthermore, chatbots present a substantial challenge concerning maintaining academic integrity [ 20 , 56 ] and copyright violations [ 83 ], which are significant concerns in education. The review found that the potential misuse of ChatGPT might foster cheating, facilitate plagiarism, and threaten academic integrity. This issue is also affirmed by the research conducted by Basic et al. [ 7 ], who presented evidence that students who utilized ChatGPT in their writing assignments had more plagiarism cases than those who did not. These findings align with the conclusions drawn by Cotton et al. [ 13 ], Hisan and Amri [ 33 ] and Sullivan et al. [ 75 ], who revealed that the integration of chatbots such as ChatGPT into education poses a significant challenge to the preservation of academic integrity. Moreover, chatbots, including ChatGPT, have increased the difficulty in identifying plagiarism [ 47 , 67 , 76 ]. The findings from previous studies [ 1 , 84 ] indicate that AI-generated text often went undetected by plagiarism software, such as Turnitin. However, Turnitin and other similar plagiarism detection tools, such as ZeroGPT, GPTZero, and Copyleaks, have since evolved, incorporating enhanced techniques to detect AI-generated text, despite the possibility of false positives, as noted in different studies that have found these tools still not yet fully ready to accurately and reliably identify AI-generated text [ 10 , 51 ], and new novel detection methods may need to be created and implemented for AI-generated text detection [ 4 ]. This potential issue could lead to another concern, which is the difficulty of accurately evaluating student performance when they utilize chatbots such as ChatGPT assistance in their assignments. Consequently, the most LLM-driven chatbots present a substantial challenge to traditional assessments [ 64 ]. The findings from previous studies indicate the importance of rethinking, improving, and redesigning innovative assessment methods in the era of chatbots [ 14 , 20 , 64 , 75 ]. These methods should prioritize the process of evaluating students' ability to apply knowledge to complex cases and demonstrate comprehension, rather than solely focusing on the final product for assessment. Therefore, immediate action is needed to address these potential issues. One possible solution would be the development of clear guidelines, regulatory policies, and pedagogical guidance. These measures would help regulate the proper and ethical utilization of chatbots, such as ChatGPT, and must be established before their introduction to students [ 35 , 38 , 39 , 41 , 89 ].

In summary, our review has delved into the utilization of ChatGPT, a prominent example of chatbots, in education, addressing the question of how ChatGPT has been utilized in education. However, there remain significant gaps, which necessitate further research to shed light on this area.

7 Conclusions

This systematic review has shed light on the varied initial attempts at incorporating ChatGPT into education by both learners and educators, while also offering insights and considerations that can facilitate its effective and responsible use in future educational contexts. From the analysis of 14 selected studies, the review revealed the dual-edged impact of ChatGPT in educational settings. On the positive side, ChatGPT significantly aided the learning process in various ways. Learners have used it as a virtual intelligent assistant, benefiting from its ability to provide immediate feedback, on-demand answers, and easy access to educational resources. Additionally, it was clear that learners have used it to enhance their writing and language skills, engaging in practices such as generating ideas, composing essays, and performing tasks like summarizing, translating, paraphrasing texts, or checking grammar. Importantly, other learners have utilized it in supporting and facilitating their directed and personalized learning on a broad range of educational topics, assisting in understanding concepts and homework, providing structured learning plans, and clarifying assignments and tasks. Educators, on the other hand, found ChatGPT beneficial for enhancing productivity and efficiency. They used it for creating lesson plans, generating quizzes, providing additional resources, and answers learners' questions, which saved time and allowed for more dynamic and engaging teaching strategies and methodologies.

However, the review also pointed out negative impacts. The results revealed that overuse of ChatGPT could decrease innovative capacities and collaborative learning among learners. Specifically, relying too much on ChatGPT for quick answers can inhibit learners' critical thinking and problem-solving skills. Learners might not engage deeply with the material or consider multiple solutions to a problem. This tendency was particularly evident in group projects, where learners preferred consulting ChatGPT individually for solutions over brainstorming and collaborating with peers, which negatively affected their teamwork abilities. On a broader level, integrating ChatGPT into education has also raised several concerns, including the potential for providing inaccurate or misleading information, issues of inequity in access, challenges related to academic integrity, and the possibility of misusing the technology.

Accordingly, this review emphasizes the urgency of developing clear rules, policies, and regulations to ensure ChatGPT's effective and responsible use in educational settings, alongside other chatbots, by both learners and educators. This requires providing well-structured training to educate them on responsible usage and understanding its limitations, along with offering sufficient background information. Moreover, it highlights the importance of rethinking, improving, and redesigning innovative teaching and assessment methods in the era of ChatGPT. Furthermore, conducting further research and engaging in discussions with policymakers and stakeholders are essential steps to maximize the benefits for both educators and learners and ensure academic integrity.

It is important to acknowledge that this review has certain limitations. Firstly, the limited inclusion of reviewed studies can be attributed to several reasons, including the novelty of the technology, as new technologies often face initial skepticism and cautious adoption; the lack of clear guidelines or best practices for leveraging this technology for educational purposes; and institutional or governmental policies affecting the utilization of this technology in educational contexts. These factors, in turn, have affected the number of studies available for review. Secondly, the utilization of the original version of ChatGPT, based on GPT-3 or GPT-3.5, implies that new studies utilizing the updated version, GPT-4 may lead to different findings. Therefore, conducting follow-up systematic reviews is essential once more empirical studies on ChatGPT are published. Additionally, long-term studies are necessary to thoroughly examine and assess the impact of ChatGPT on various educational practices.

Despite these limitations, this systematic review has highlighted the transformative potential of ChatGPT in education, revealing its diverse utilization by learners and educators alike and summarized the benefits of incorporating it into education, as well as the forefront critical concerns and challenges that must be addressed to facilitate its effective and responsible use in future educational contexts. This review could serve as an insightful resource for practitioners who seek to integrate ChatGPT into education and stimulate further research in the field.

Data availability

The data supporting our findings are available upon request.

Abbreviations

  • Artificial intelligence

AI in education

Large language model

Artificial neural networks

Chat Generative Pre-Trained Transformer

Recurrent neural networks

Long short-term memory

Reinforcement learning from human feedback

Natural language processing

Preferred Reporting Items for Systematic Reviews and Meta-Analyses

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The paper is co-funded by the Academy of Finland (Suomen Akatemia) Research Council for Natural Sciences and Engineering for the project Towards precision education: Idiographic learning analytics (TOPEILA), Decision Number 350560.

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Yazid Albadarin, Mohammed Saqr, Nicolas Pope & Markku Tukiainen

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YA contributed to the literature search, data analysis, discussion, and conclusion. Additionally, YA contributed to the manuscript’s writing, editing, and finalization. MS contributed to the study’s design, conceptualization, acquisition of funding, project administration, allocation of resources, supervision, validation, literature search, and analysis of results. Furthermore, MS contributed to the manuscript's writing, revising, and approving it in its finalized state. NP contributed to the results, and discussions, and provided supervision. NP also contributed to the writing process, revisions, and the final approval of the manuscript in its finalized state. MT contributed to the study's conceptualization, resource management, supervision, writing, revising the manuscript, and approving it.

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See Table  4

The process of synthesizing the data presented in Table  4 involved identifying the relevant studies through a search process of databases (ERIC, Scopus, Web of Knowledge, Dimensions.ai, and lens.org) using specific keywords "ChatGPT" and "education". Following this, inclusion/exclusion criteria were applied, and data extraction was performed using Creswell's [ 15 ] coding techniques to capture key information and identify common themes across the included studies.

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Albadarin, Y., Saqr, M., Pope, N. et al. A systematic literature review of empirical research on ChatGPT in education. Discov Educ 3 , 60 (2024). https://doi.org/10.1007/s44217-024-00138-2

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Literature Review: Using ChatGPT

  • About Literature Reviews
  • How to Conduct your Lit Review
  • A Few Writing Tips
  • A Few Helpful Resources
  • A Silly Example
  • Using ChatGPT

What is AI, ChatGPT, and large-language modeling?

Artificial intelligence (AI) , in the context of this guide, is the use of datasets to train computer models to emulate human thought processes (IBM, n.d.). It is the emulation itself that may convince information consumers of the supposed "intelligence" of a machine; the more convincing the emulation, the more users are prone to trust the generated information.

ChatGPT is a generative large language model which has gained popularity since late 2021. The name stands for Chat Generative Pre-trained Transformer. GPT models are programmed to mimic the look and feel of engaging in a realistic conversation with another human being; however, bias and inaccuracy remain a considerable risk ( Kocoń, J., 2023).

Large language models (LLMs) are AI models that utilize networked datasets, emulating the neural pathways of the human brain, which assists in the appearance of actual cognition (Birhane et al., 2023).

Birhane, A., Kasirzadeh, A., Leslie, D., & Wachter, S. (2023). Science in the age of large language models. Nature Reviews Physics . https://www.nature.com/articles/s42254-023-00581-4

IBM. (n.d.). What is artificial intelligence (AI)? https://www.ibm.com/topics/artificial-intelligence Retrieved 27 April 2023.

Read more here: Generative AI in the Classroom & Research

What can I use ChatGPT for?

First and most importantly: check with your instructor that using generative AI is allowed for your class! This information should be added in your course syllabus with language indicating whether and to what extent AI can be used on assignments. If you are not sure, ask your instructor first .

From my biased perspective (that of a librarian), here is a brief list of ways you could use ChatGPT (if allowed for your class). This list is not exhaustive of all ideas.

  • Keyword generation. Having trouble thinking of other ways to describe a concept? Ask ChatGPT to help!
  • Narrowing/broadening your topic. Not getting any results? Getting way too many results? Use ChatGPT to help you brainstorm ways you can adjust your research question so that you can find the most effective sources.
  • Setting the right tone. Want to create a patient education document in plain language but not quite sure how to translate the nursing jargon into easy-to-understand statements? ChatGPT can help you think of ways to ensure your tone matches your preferred audience.

What shouldn't I use ChatGPT for?

Because of bias and limitations from human contributions, it is imperative to approach generative AI with caution.

If your instructor has approved the use of ChatGPT or other generative AI in the class, below is a brief list of ways you should NOT use it. Again, this list is not exhaustive.

  • Writing your assignments. This may be considered a form of plagiarism as the generated language is not your own original writing. If you use ChatGPT in this way without credit, you may be found in violation of the University's Academic Integrity policies. If you aren't sure, check with your instructor.
  • Searching for sources. Do not use ChatGPT in lieu of conducting a literature search through the library resources. ChatGPT has a bad habit of "hallucinating" results; in other words, it will generate answers that sound right but that are not actual sources that exist. ChatGPT is not a search engine or a database.
  • Creating accurate citations. ChatGPT is about as good as any other citation generator out there, which is to say that it is hit or miss. ChatGPT may leave off required elements of a citation, invent elements (for instance, generating incorrect DOIs or URLs), and fail to follow citation style formatting requirements. If you use ChatGPT for citation generation, be sure to double- and triple-check every citation thoroughly before submitting your assignment.

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Should I cite ChatGPT?

Citing ChatGPT and other generative AI will allow your work to remain transparent while also demonstrating ethical considerations. If generative AI is used in research, best practice would dictate to mention the use of this tool in the narrative.

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