The Ethics of AI Assisted Learning: A Systematic Literature Review on the Impacts of ChatGPT Usage in Education

Abstract

This systematic literature review explores how gamification in legal education might be In recent years, ChatGPT has become a noteworthy subject in the educational field due to the popularity it gained amongst students across different levels of education all over the world, who use this technology to assess their academic homework, transforming ChatGPT in some sort of auxiliary tool that aids them with the completion of certain tasks that would take more time to complete, such as research and data comparison, to name a few examples; but this form of AI assisted learning, as it were, has also become a problematic subject. This artificial intelligence chatbot is, undeniably, a remarkable advancement in AI regarding the improvements it presents compared to other similar technologies, and it clearly paves the way for future applications not only in education, but also at a social level, in a world more driven towards the development and optimization of digital tools with the help of machine learning. Nevertheless, this sort of technology should be question ed when its application permeates deeply in the performance and development of students and their learning process, especially when taking in consideration the level of accessibility that ChatGPT has worldwide. Students should have an ethical standpoint on whether they use ChatGPT to complement their learning process and how much input is this technology having in their academic work, so they learn to use it more effectively and avoid the abuse of ChatGPT usage, in order to seize the benefits that this AI may have on education. This study's objective is to analyze the current literature around the use of ChatGPT in education, for which we conducted a Systematic Literature Review (SLR) across multiple journal databases such as Scopus, ScienceDirect, ProQuest, IEEE Xplore and ACM Digital Library.

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