Responses to the Initial Hype: ChatGPT Supporting Teaching, Learning, and Scholarship?
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| Title: | Responses to the Initial Hype: ChatGPT Supporting Teaching, Learning, and Scholarship? |
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| Language: | English |
| Authors: | Berrin Cefa (ORCID |
| Source: | Open Praxis. 2025 17(2):227-250. |
| Availability: | International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Man Machine Systems, Natural Language Processing, Technology Uses in Education, Educational Research, Content Analysis, Bibliometrics, Higher Education |
| ISSN: | 1369-9997 2304-070X |
| Abstract: | Immediately after its public launch in November 2022, ChatGPT quickly gained widespread attention across various research fields, including education. The excitement surrounding ChatGPT is not an isolated event as education experienced other innovations that heralded the novelty as a potential game-changer in learner support and teaching. Open, Distance, and Digital Education (ODDE) scholars, along with critical educational technology (edtech) researchers, have long argued that technological affordances must be examined alongside their constraints. This study scopes the early academic response to ChatGPT, mapping the emerging discourse through bibliometric and content analysis. Using a corpus of 217 papers published from November 2022 to July 2023, we identify key themes, methodological trends, disciplinary perspectives, and geographic distributions. Through network analysis of keywords, titles, and abstracts, and a deeper content analysis of full texts, we explore how scholarly discussions framed ChatGPT's implications for education. Beyond documenting initial reactions, this study provides a lens on how educational research engages with rapid technological shifts in an evolving landscape of AI in education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481218 |
| Database: | ERIC |
| Abstract: | Immediately after its public launch in November 2022, ChatGPT quickly gained widespread attention across various research fields, including education. The excitement surrounding ChatGPT is not an isolated event as education experienced other innovations that heralded the novelty as a potential game-changer in learner support and teaching. Open, Distance, and Digital Education (ODDE) scholars, along with critical educational technology (edtech) researchers, have long argued that technological affordances must be examined alongside their constraints. This study scopes the early academic response to ChatGPT, mapping the emerging discourse through bibliometric and content analysis. Using a corpus of 217 papers published from November 2022 to July 2023, we identify key themes, methodological trends, disciplinary perspectives, and geographic distributions. Through network analysis of keywords, titles, and abstracts, and a deeper content analysis of full texts, we explore how scholarly discussions framed ChatGPT's implications for education. Beyond documenting initial reactions, this study provides a lens on how educational research engages with rapid technological shifts in an evolving landscape of AI in education. |
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| ISSN: | 1369-9997 2304-070X |
