Archive \ Volume.15 2024 Issue 2

From Chat bots to Virtual Tutors: An Overview of Chat GPT's Role in the Future of Education

  1. College of Pharmacy, Chicago State University, Chicago, USA.


Chat GPT is a highly advanced chat bot that stands out from other chat bots due to its remarkable ability to generate impressive prose in mere seconds. It has gained a lot of attention and sparked concerns about its potential impact on student assessments in higher education and various other fields.  The goal of this study is to assess the potential benefits and drawbacks of using Chat GPT technology in educational settings, as well as any prospective impacts on student learning outcomes and educator pedagogy. The design of the study is a literature review. Our research has shown that there are both proponents and critics of using Chat GPT in education. Many proponents argue that Chat GPT has the potential to revolutionize the way we teach and learn. Its ability to generate human-like responses and adapt to the user's language and style of communication makes it an effective tool for personalized learning. On the other hand, there are also concerns about the use of Chat GPT in education. Critics contend that it might not be as successful at teaching critical thinking and problem-solving techniques and that it might result in a decline in human connection and individualized learning. According to our research, Chat GPT has certain drawbacks and difficulties even though it has the potential to be an effective teaching tool. Therefore, it is important that educators and policymakers carefully consider the potential advantages and disadvantages of using Chat GPT in their classrooms and develop appropriate strategies for responsible use.

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How to cite:
Graefen B, Fazal N. From Chat bots to Virtual Tutors: An Overview of Chat GPT's Role in the Future of Education. Arch Pharm Pract. 2024;15(2):43-52.
Graefen, B., & Fazal, N. (2024). From Chat bots to Virtual Tutors: An Overview of Chat GPT's Role in the Future of Education. Archives of Pharmacy Practice, 15(2), 43-52.

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