Um Estudo Exploratório sobre o uso do ChatGPT na Melhoria e Revisão da Escrita de Artigos Científicos
Abstract
Software Engineering students enrolled in the Problem Solving I (RPI) course experience a Requirements Engineering (RE) approach to education. As part of one of the RPI assessments, students must develop a manuscript on RE. Following the submission and presentation, we conducted an exploratory study to assess students’ perception of using ChatGPT to support improving and reviewing their paper writing. Based on the results obtained from the participants (n = 40), we highlight the different ways of using ChatGPT to support the learning process. We conclude that ChatGPT and other AI tools can and should be explored by students and educators in the academic setting. However, evaluating the generated responses with caution and discernment is essential.
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Dergaa, I., Chamari, K., Zmijewski, P., and Saad, H. B. (2023). From human writing to artificial intelligence generated text: examining the prospects and potential threats of chatgpt in academic writing. Biology of Sport, 40(2):615–622.
Kahn, Z. (2023). Post on LinkedIn. Disponível em: [link].
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., et al. (2023). ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education. Learning and Individual Differences, 103:102274.
Khaddage, F. and Flintoff, K. (2023). Say Goodbye to Structured Learning ChatGPT in Education, is it a Threat or an Opportunity? In Society for Information Technology & Teacher Education International Conference, pages 2108–2114. Association for the Advancement of Computing in Education (AACE).
Likert, R. (1932). A Technique for the Measurement of Attitudes. Psychology.
Pavlik, J. V. (2023). Collaborating with ChatGPT: Considering the implications of generative artificial intelligence for journalism and media education. Journalism & Mass Communication Educator, 78(1):84–93.
Qadir, J. (2023). Engineering education in the era of chatgpt: Promise and pitfalls of generative ai for education. In 2023 IEEE Global Engineering Education Conference (EDUCON), pages 1–9. IEEE.
Qureshi, B. (2023). Exploring the Use of ChatGPT as a Tool for Learning and Assessment in Undergraduate Computer Science Curriculum: Opportunities and Challenges.
Rahman, M. M. and Watanobe, Y. (2023). ChatGPT for Education and Research: Opportunities, Threats, and Strategies. Applied Sciences, 13(9).
Rapp, A., Curti, L., and Boldi, A. (2021). The human side of human-chatbot interaction: A systematic literature review of ten years of research on text-based chatbots. International Journal of Human-Computer Studies, page 102630.
Salvagno, M., Taccone, F. S., Gerli, A. G., et al. (2023). Can artificial intelligence help for scientific writing? Critical care, 27(1):1–5.
Shoufan, A. (2023). Exploring Students’ Perceptions of ChatGPT: Thematic Analysis and Follow-Up Survey. IEEE Access, 11:38805–38818.
Susnjak, T. (2022). ChatGPT: The end of online exam integrity? arXiv preprint arXiv:2212.09292.
Van Dis, E. A., Bollen, J., Zuidema, W., van Rooij, R., and Bockting, C. L. (2023). ChatGPT: five priorities for research. Nature, 614(7947):224–226.
Published
2023-11-06
How to Cite
CARGNELUTTI, Rodrigo; BERNARDINO, Maicon; GARCIA, Renato; SILVA, Williamson.
Um Estudo Exploratório sobre o uso do ChatGPT na Melhoria e Revisão da Escrita de Artigos Científicos. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 1271-1281.
DOI: https://doi.org/10.5753/sbie.2023.234610.
