Artificial Intelligence and education: Opportunity or risk? Opinion from the conversational AI chatbots

Abstract

Artificial Intelligence (AI) in education has undergone significant developments in recent years. Tools like ChatGPT are currently used in educational contexts, either as an assistant to teachers generating didactic material, or as a virtual tutor for students, to answer questions and facilitate collaboration. The purpose of this paper is to investigate the benefits and risks of the use of AIs based on the opinion of conversational AI chatbots themselves. Three interviews were held with conversational AIs: ChatGPT, Google Gemini and LLaMA. Twenty categories were identified from the four dimensions developed in the interviews, with 713 citations in total. The Learning Resources, Advantages and Learning Benefits categories stand out. ChatGPT is prominent in terms of the resources available for learning and teaching, as well as the benefits that teachers and students find in its application, awareness of the risks and challenges they face in education in order to make appropriate use of large language models (LLMs). On the other hand, Gemini stands out in identifying the use and strategies of appropriate use and the ethical considerations that educational agents must consider regarding the use of AI in education. Finally, LLaMA response stands out for the resources, benefits, advantages and challenges for learning. In conclusion, the responses generated by the models indicate the possibilities of their use in education and the risks and challenges faced in this field. Therefore, conversational AIs have great potential and impact in education, but it must be up to teachers and students to promote ethical and appropriate use for the experience to be positive and beneficial in education.