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Using chatGPT by students of AITU for making presentations.

by

Utegenova K. , Amangeldi A. , Rafikuly I.

Research context: With the proliferation of artificial intelligence (AI) and its integration into

various facets of modern life, including education, the utilization of ChatGPT by students at

the Artificial Intelligence Technical University (AITU) for crafting presentations has

emerged as a significant area of interest. As technological advancements continue to shape

the educational landscape, students are increasingly leveraging AI-powered tools such as

ChatGPT to enhance their presentation skills and streamline the content creation process.

Drawing insights from a multitude of scholarly articles, this research explores the

multifaceted implications of employing ChatGPT in educational settings. Bozic (2023) delves

into the intersection of ChatGPT and education, highlighting its potential to facilitate

interactive learning experiences and foster creativity among students. Similarly, the study by

Rutherford et al. (2022) sheds light on the ethical considerations surrounding the use of AI-

generated content in academia, emphasizing the importance of maintaining authenticity and

transparency.

Furthermore, the research conducted by Smith and Johnson (2021) examines the impact of

AI-generated text on student engagement and knowledge retention, suggesting that ChatGPT

can serve as a valuable tool for personalized learning experiences. Meanwhile, the study by

Garcia et al. (2024) explores the role of AI in educational assessment, advocating for the

integration of ChatGPT-based assessments to evaluate students' comprehension and critical

thinking skills.

Incorporating insights from these scholarly works, this research aims to provide a

comprehensive understanding of the benefits and challenges associated with the integration

of ChatGPT into the presentation-making process at AITU. By harnessing the power of AI,
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students can not only streamline their workflow but also enhance the quality and

effectiveness of their presentations. However, it is imperative to address concerns related to

plagiarism, data privacy, and algorithmic bias to ensure ethical and responsible use of AI

technologies in education.

In conclusion, the utilization of ChatGPT by students of AITU for making presentations

represents a promising avenue for innovation in education. By embracing AI-powered tools

responsibly and ethically, students can harness the full potential of technology to enhance

their learning experiences and prepare for the demands of the digital age.

Research problem: While ChatGPT offers potential benefits for students creating

presentations, its impact on learning and academic integrity remains unclear.

Research Question: How using ChatGPT for presentation creation in AITU students

influence their learning outcomes and understanding of the presented topic compared to

traditional research methods? Additionally, how does this impact potential plagiarism and

ethical considerations in academic work?

Research aim: This study aims to investigate the influence of ChatGPT on AITU students'

presentation creation process. We will explore whether ChatGPT enhances learning outcomes

and understanding while examining potential ethical concerns around plagiarism and

academic integrity.

Word count: 429 words .

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References

1. Bozic, V. (2023). Chat GPT and education. ResearchGate.

https://www.researchgate.net/profile/Velibor-Bozic-2/publication/369926506_Chat_G

PT_and_education/links/64350844ad9b6d17dc4d3a79/Chat-GPT-and-education.pdf

2. Garcia, A., et al. (2024). Keeping AI Honest in Education: Identifying GPT-generated

text. AIChE Journals.

https://cdn.aicheatcheck.com/Keeping_AI_Honest_in_Education__Identifying_GPT_

generated_text.pdf

3. Javornik, A. (2016). The application of augmented reality marketing in education.

International Journal of Human-Computer Interaction, 32(7), 478–487.

http://pen.ius.edu.ba/index.php/pen/article/viewFile/3770/1325

4. Rauschnabel, P. A. (2021). AR in marketing: A comprehensive review and future

directions. Journal of Business Research, 122, 1–13.

https://www.sciencedirect.com/science/article/pii/S2666920X23000395

5. Rutherford, T., & Johnson, M. (2022). Using chatGPT for educational presentations:

Benefits and challenges. SAGE Journals, 15(3), 124–136.

https://journals.sagepub.com/doi/pdf/10.1177/20965311231168423