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A Systematic Review of the Potential Influencing Factors for ChatGPT-Assisted Education
Abstract
Due to the swift advancement of artificial intelligence, the emergence of ChatGPT has garnered considerable attention within the educational sphere. The aim of the study is to conduct a systematic literature review concerning the potential factors of ChatGPT-assisted education, specifically focusing on learners' acceptance, the accessibility of communication, digital literacy, and motivation. Therefore, pertinent peer-reviewed articles (n=41) were identified using the preferred reporting items for systematic review and meta-analysis protocol (PRISMA-P) for subsequent exploration. The findings indicated that the potential influencing factors in four dimensions have positive contribution to the educational achievements facilitated by ChatGPT. The four primary influencing factors further include 14 sub-influencing factors. Future research may delve into the mode of feedback and the mode of interaction within the context of ChatGPT-facilitated learning and teaching.
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