Authors:
Edna Canedo
1
;
Angelica Calazans
2
;
Geovana Silva
1
;
Eloisa Masson
2
and
Fábio Mendonça
3
Affiliations:
1
University of Brasília (UnB), Department of Computer Science, Brasília, Brazil
;
2
University Center of Brasília (UniCEUB), Brasília, DF, 70910-900, Brazil
;
3
University of Brasília (UnB), Electrical Engineering Department, Brasília, DF, Brazil
Keyword(s):
ChatGPT, Teaching in Higher Education, Knowledge Sharing.
Abstract:
ChatGPT is an Artificial Intelligence (AI) chatbot platform developed by OpenAI. Several studies have highlighted the advantages and disadvantages of integrating ChatGPT into teaching methodologies and knowledge generation within higher education. We conducted a survey involving 86 professors within the Computer Science field in Brazil. Our findings indicate that professors are utilizing ChatGPT for content generation and the creation of teaching materials, including practical exercises, slides, assignments, and tests. Moreover, they view ChatGPT as a potential facilitator of learning by fostering interaction between students and professors. In the realm of knowledge production, professors are leveraging ChatGPT for tasks such as aiding in the composition of research papers or articles and generating automatic summaries. However, as per the professors’ perceptions, a notable limitation of ChatGPT is its inability to provide bibliographic references for the content it delivers. Most p
rofessors believe that ChatGPT can be used as a support tool in higher education to generate knowledge. However, it is essential to address the challenges associated with the lack of bibliographic references in the content provided by ChatGPT.
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