Quick review of pedagogical experiences using GPT-3 in education

  1. Joel Manuel Prieto Andreu 1
  2. Antonio Labisa Palmeira 2
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universidade Lusófona de Humanidades e Tecnologias (Portugal)
Revista:
JOTSE

ISSN: 2013-6374

Año de publicación: 2024

Volumen: 14

Número: 2

Páginas: 633-647

Tipo: Artículo

DOI: 10.3926/JOTSE.2111 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: JOTSE

Resumen

GPT-3 is a neuronal language model that performs tasks such as classification, question-answering and text summarization. Although chatbots like BlenderBot-3 work well in a conversational sense, and GPT-3 can assist experts in evaluating questions, they are quantifiably worse than real teachers in several pedagogical dimensions. We present the first systematic literature review that analyzes the main contributions and uses of GPT-3 in the field of education. The protocols suggested in the PRISMA 2020 statement were followed for the drafting of the review. According to the results, 34 significant productions were identified through a systematic search in ISI Web of Science, SCOPUS and Google Scholar. GPT-3 has been considered in the academic, ethical and medical fields, in humanities and in computer science, in the formulation of questions and answers, and through cooperative educational dialogs. GPT-3 has been proven to have valuable applications in education, such as the automation of routine tasks, in making quick diagnoses of the students’ weaknesses and in the automatic generation of questions, but it still faces challenges and limitations that require additional investigation. We discuss the educational possibilities and the limitations to the use of GPT-3.

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Fuente de los datos: Dialnet