ChatGPT effects on 21st century skills of university students: A systematic review
George Matto
1
(
Moshi Co-operative University
)
2
(
Moshi Co-operative University
)
Keywords: ChatGPT, University Students, 21st century skills, Higher Education Institutions,
Abstract :
The study was carried out to investigate effects of ChatGPT on 21st century skills of university students. Since there are several 21st century skills, the study focused on only five (i.e. critical thinking, communication, collaboration, creativity, and problem-solving skills). The study employed systematic review of literature in which PRISMA framework was employed to facilitate selection of studies included in the review. Findings revealed that ChatGPT poses effects to students on each of the 21st century skills. However, the type and magnitude of effects depends on the type of skill. ChatGPT was found to bring more positive impacts to university students’ communication skills while more negative impacts on collaboration skills. While that was the case, the study found that ChatGPT can bring either positive or negative impacts on critical thinking, creativity and problem-solving skills. The effects depend mainly on the magnitude of students’ dependency on it. Those that depend more on it are likely to be more negatively affected. For instance, the more the students depend on ChatGPT, the less the ability for them to think critically and solve problems. The study recommends, therefore, that universities should embrace ChatGPT instead of avoiding it. However, they should find ways to reduce students’ over-reliance on it, among other recommendations.
Acosta-Enriquez, B. G., Arbulú Ballesteros, M. A., Huamaní Jordan, O., López Roca, C., & Saavedra Tirado, K. (2024). Analysis of college students' attitudes toward the use of ChatGPT in their academic activities: effect of intent to use, verification of information and responsible use. BMC psychology, 12(1), 255.
Akastangga, M. D. F., Harmonis, S., & Al Hafidz, R. A. (2023). The impact of ChatGPT on the critical thinking ability of UIN Sunan Kalijaga students. Matrix: Jurnal Manajemen Teknologi dan Informatika, 13(3), 157-165.
Al Shloul, T., Mazhar, T., Iqbal, M., yaseen Ghadi, Y., Malik, F., & Hamam, H. (2024). Role of activity-based learning and ChatGPT on students' performance in education. Computers and Education: Artificial Intelligence, 100219.
Bai, L., Liu, X., & Su, J. (2023). ChatGPT: The cognitive effects on learning and memory. Brain‐X, 1(3), e30.
Cervantes, M. (2017). Higher education institutions in the knowledge triangle. Форсайт, 11(2 (eng)), 27-42.
Cleaves, P. (2015). Collaboration-How do we actually develop this essential 21st century skill in students?. Australian Educational Leader, 37(3), 79-82.
Dede, C. (2010). Comparing frameworks for 21st century skills. 21st century skills: Rethinking how students learn, 20(2010), 51-76.
Delbanco, A. (2023). College: What it was, is, and should be.
Dempere, J., Modugu, K., Hesham, A., & Ramasamy, L. K. (2023, September). The impact of ChatGPT on higher education. In Frontiers in Education (Vol. 8, p. 1206936). Frontiers Media SA.
Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking skills and creativity, 47, 101229.
Duong, C. D., Vu, T. N., & Ngo, T. V. N. (2023). Applying a modified technology acceptance model to explain higher education students’ usage of ChatGPT: A serial multiple mediation model with knowledge sharing as a moderator. The International Journal of Management Education, 21(3), 100883.
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., ... & Wright, R. (2023). Opinion Paper:“So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642.
Emran, A. Q. M., Aldallal, A., & Nadheer, A. (2024). Investigating the Impact of ChatGPT on Enhancing University Students’ Critical Thinking Skills. In Business Development via AI and Digitalization: Volume 1 (pp. 567-574). Cham: Springer Nature Switzerland.
Ferreira, M. (2024). Negative Impacts of ChatGPT on Higher Education: A Critical Review.
Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning and Teaching, 6(1), 57-63.
Fishbein, M., and Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
Guo, Y., & Lee, D. (2023). Leveraging chatgpt for enhancing critical thinking skills. Journal of Chemical Education, 100(12), 4876-4883.
Harahap, D. S. (2024). Implementation of ChatGPT to Improve Students' Critical Thinking Abilities. Indonesian Journal of Education and Social Humanities, 1(2), 33-39.
Hasanein, A. M., & Sobaih, A. E. E. (2023). Drivers and consequences of ChatGPT use in higher education: Key stakeholder perspectives. European journal of investigation in health, psychology and education, 13(11), 2599-2614.
Khangkhan, P., Chomsuwan, K., & Suamuang, W. (2024, July). The Effect of Integrating CDIOS, Case Study and ChatGPT on Problem-Solving Skills: Comparative Study between Experienced and Inexperienced Training Staff. In 2024 9th International STEM Education Conference (iSTEM-Ed) (pp. 1-6). IEEE.
Kienzler, M., Jantos, A., & Langesee, L. M. (2023). 21st century skills in Higher Education-An empirical analysis of current challenges and potentials at a University of Excellence. In INTED2023 Proceedings (pp. 1542-1553). IATED.
Kim, H. K., Nayak, S., Roknaldin, A., Zhang, X., Twyman, M., & Lu, S. (2024). Exploring the Impact of ChatGPT on Student Interactions in Computer-Supported Collaborative Learning. arXiv preprint arXiv:2403.07082.
Kılınç, S. (2023). Embracing the future of distance science education: Opportunities and challenges of ChatGPT integration. Asian Journal of Distance Education, 18 (1), 205-237.
Krupp, L., Steinert, S., Kiefer-Emmanouilidis, M., Avila, K. E., Lukowicz, P., Kuhn, J., Küchemann, S., & Karolus, J. (2024). Unreflected acceptance–investigating the negative consequences of chatgpt-assisted problem solving in physics education. In HHAI 2024: Hybrid Human AI Systems for the Social Good (pp. 199-212). IOS Press.
Lo, C. K., Hew, K. F., & Jong, M. S. Y. (2024). The influence of ChatGPT on student engagement: A systematic review and future research agenda. Computers & Education, 105100.
Matto, G. (2024). Is ChatGPT Building or Destroying Education? Perception of University Students in Tanzania. Journal of Education and Learning Technology (JELT). 5(4), 38-51.
Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J. M., & López-Meneses, E. (2023). Impact of the implementation of ChatGPT in education: A systematic review. Computers, 12(8), 153.
Muniandy, J., & Selvanathan, M. (2024). ChatGPT, a partnering tool to improve ESL learners’ speaking skills: Case study in a Public University, Malaysia. Teaching Public Administration, 01447394241230152.
Mustafa, F., & Ausat, A. M. A. (2024). Implementation Strategies of ChatGPT in enhancing Students’ Communication Skills in the Global Business Context. Technopreneurship and Educational Development Review (TENDER), 1(2), 60-67
Nicolas, A. (2023). How Can ChatGPT Discourage Critical Thinking In Students? Research Prospect. https://www.researchprospect.com/how-can-chatgpt-discourage-critical-thinking/
Qawqzeh, Y. (2024). Exploring the Influence of Student Interaction with ChatGPT on Critical Thinking, Problem Solving, and Creativity. International Journal of Information and Education Technology, 14(4).
Rasul, T., Nair, S., Kalendra, D., Robin, M., de Oliveira Santini, F., Ladeira, W. J., ... & Heathcote, L. (2023). The role of ChatGPT in higher education: Benefits, challenges, and future research directions. Journal of Applied Learning and Teaching, 6(1), 41-56.
Romero-Rodríguez, J. M., Ramírez-Montoya, M. S., Buenestado-Fernández, M., & Lara-Lara, F. (2023). Use of ChatGPT at university as a tool for complex thinking: Students’ perceived usefulness. Journal of New Approaches in Educational Research, 12(2), 323-339.
Sart, G. (2023). The Perception of the University Students of the use of ChatGPT during the University Education: Case of Turkey. in Edulearn23. Proceedings (pp. 8545-8545). IATED.
Septiani, T., Sulistiawati, S., Lestari, N. A., Kusuma, J. W., & Caesarani, S. (2024, April). The Effect of Using the Chatgpt Application in Improving Students' Mathematical Communication Skills and Learning Interests. In Proceeding of International Seminar On Student Research In Education, Science, and Technology (Vol. 1, pp. 444-447).
Sinha, S., & Sinha, D. (2007). Emotional intelligence and effective communication. Management communication: Trends & strategies, 1(1), 450-460.
Swaraj, A., & Chavan, P. (2024). A Study on the Influence of ChatGPT Usage on Human Cognitive Thinking and Creativity. Library Progress International, 44(3), 4376-4385.
The United Nations Development Programme [UNDP] (n.d). 21st Century Skills for Youth in India: Student Handbook. https://www.undp.org/sites/g/files/zskgke326/files/2023-07/SAP_21st%20Century%20Skills_English_Students%20Handbook.pdf.
Toma, R. B., & Yánez-Pérez, I. (2024). Effects of ChatGPT use on undergraduate students’ creativity: a threat to creative thinking?. Discover Artificial Intelligence, 4(1), 74.
Urban, M., Děchtěrenko, F., Lukavský, J., Hrabalová, V., Svacha, F., Brom, C., & Urban, K. (2024). ChatGPT improves creative problem-solving performance in university students: An experimental study. Computers & Education, 215, 105031.
Youssef, E., Medhat, M., Abdellatif, S., & Al Malek, M. (2024). Examining the effect of ChatGPT usage on students’ academic learning and achievement: A survey-based study in Ajman, UAE. Computers and Education: Artificial Intelligence, 7, 100316.
Zhou J, Ke P, Qiu X, Huang M and Zhang J (2023) ChatGPT: Potential, prospects, and limitations. Frontiers of Information Technology and Electronic Engineer 1–6. DOI: 10.1631/FITEE. 2300089.