Guest Editors
Xuesong Zhai, Professor at College of Education, Zhejiang University. xszhai@zju.edu.cn.
Xuesong Zhai is a professor at the College of Education, Zhejiang University. He obtained his postdoctoral fellowship in Education Technology from the School of Educational Technology, Beijing Normal University. His research interests include interactive learning, smart learning environment construction, and emerging technology-enhanced learning. He serves as an Area Editor for EAI Transactions on e-Learning and is also a member of the editorial board for STEM Education. Xuesong has organized several special issues in indexed journals such as IEEE Transactions on Learning Technology. He has published over 50 research papers in various indexed journals including Educational Technology & Society, Interactive Learning Environments, Higher Education, and Journal of Computer Assisted Learning.
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Xiao-Guang Yue.
European University Cyprus x.yue@external.euc.ac.cy.
Prof. Dr. Gabriel Xiao-Guang Yue is working as professor or researcher in China, Cyprus, Thailand, Portugal, Italy, Romania and Japan. He is a Foundation Fellow of IETI, Fellow of PAE, Fellow of RSA. His has resulted numerous publications in refereed International journals, proceedings and book chapters, and many invitations as keynote speakers and Committee Members at international conference. He is ranked the World's Top 2% Most-cited Scientist by Stanford University. He was named the Fujian Minjiang Chair Professor in Management Science.
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Carol D. Hanley, Ed.D, Ph.D..
University of Kentucky chanley@uky.edu.
Dr. Carol Hanley holds a Ph.D. in Quantitative and Psychometric Methods and has over 20 years of experience as a science educator. Her research interests include the application of multiple psychometric approaches, such as classical test theory, Rasch methodologies, item response theory, and factor analysis, to the development and analysis of evaluation instruments, as well as applied statistics. Dr. Hanley has received several prestigious awards, including the Kentucky Science Teachers Association Distinguished Educator of the Year Award in 2012, the Bluegrass Tomorrow Robert Clay President's Award, and the United Way of the Bluegrass Excellence in Education Award.
Summary
The launch of Chat GPT, or Generative Pre-trained Transformer, has captured the attention of teachers and learners alike while raising concerns due to its ability to generate human-like behaviors such as writing, drawing, and programming. The media has suggested multiple potential positives of Chat GPT in education, including understanding students' and teachers' unique learning styles and adapting to their needs accordingly.
However, it is crucial to address the negative considerations that arise when using Chat GPT in education. The potential mental risks and ethical issues brought by negative use of Chat GPT must also be taken into account. Teachers may feel pressure to constantly update their knowledge and skills to keep up with new technological advancements, further exacerbating their mental burden. Additionally, inappropriate use of Chat GPT can lead to plagiarism behaviors and a lack of critical thinking. Learners may begin to doubt their own competence and ability to learn independently, leading to feelings of low self-esteem and anxiety.
In this special issue, our focus is on the potential mental risks and ethical issues brought by negative use of Chat GPT in teaching and learning contexts. Our goal is to provide reliable solutions for the appropriate use of Chat GPT in transforming future education
Keywords
Chat GPT; Mental risks; Ethical issues; Education
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