Thematische Bibliographien / ChatGPT

Auswahl der wissenschaftlichen Literatur zum Thema „ChatGPT“

Autor: Grafiati

Veröffentlicht am 25. Juli 2024

Zuletzt aktualisiert am 26. Juli 2024

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Zeitschriftenartikel zum Thema "ChatGPT"

Li, Runtian. „The Investigation Related to Application of ChatGPT in Language Teaching“. Lecture Notes in Education Psychology and Public Media 35, Nr. 1 (03.01.2024): 295–99. http://dx.doi.org/10.54254/2753-7048/35/20232152.

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Being one of the foremost commercial artificial intelligence models, ChatGPT has garnered extensive attention and utilization within the education sector. Controversies have also arisen in scholarly circles regarding its potential adverse impacts. This study examines the operational principles of ChatGPT and elucidates its applications across various language teaching scenarios through illustrative instances. In the investigation of ChatGPT-assisted grammar instruction, the role and constraints of ChatGPT's grammar correction for Chinese learners are analyzed. Despite ChatGPT's accuracy in educational settings, it falls short in comprehending the requirements of novice learners. Using it as a self-study tool can leave students confused with difficult knowledge. However, it can significantly improve the teaching efficiency of teachers. In the process of ChatGPT assisted pronunciation teaching, this paper collected survey questionnaires from volunteers and summarized the conclusions. Most volunteers support the effectiveness of ChatGPT in oral teaching. Compared to traditional voice assistants like Siri, ChatGPTs pronunciation is more accurate and its sentences are closer to real humans. This paper provides a summary of ChatGPTs application in the field of language teaching, with a focus on two scenarios. It also discusses the shortcomings of ChatGPT in the current stage of language teaching. The future prospects of ChatGPT in language teaching are still very broad, and with the development of technology, the combination of ChatGPT and language teaching will become even closer.

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Liu, Chen. „The investigation of application related to ChatGPT in foreign language learning“. Applied and Computational Engineering 35, Nr. 1 (22.01.2024): 110–15. http://dx.doi.org/10.54254/2755-2721/35/20230376.

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The integration of Chat Generative Pre-trained Transformer (ChatGPT) into the realm of education has garnered significant attention recently. Due to its capability of providing answers to inquiries, the feasibility of ChatGPTs implementation in education has been examined. This review explores the potential benefits of ChatGPT in foreign language learning. Initially, different methods used to research the ChatGPTs plausibility of improving language skills are shown. Furthermore, this review discusses some different application scenarios of ChatGPT, also presenting its drawbacks and limitations. Despite recognized concerns, the viability of ChatGPT as a valuable instrument for foreign language education remains substantiated. The technology exhibits promise in offering personalized and interactive language practice. While acknowledging potential pitfalls, the study underscores the need for further investigation to harness ChatGPT's potential optimally. By emphasizing ongoing research and development, this review envisions a future where ChatGPT contributes significantly to language education, underscoring the necessity for careful exploration of its evolving capabilities.

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Ponzo, Valentina, Ilaria Goitre, Enrica Favaro, Fabio Dario Merlo, Maria Vittoria Mancino, Sergio Riso und Simona Bo. „Is ChatGPT an Effective Tool for Providing Dietary Advice?“ Nutrients 16, Nr. 4 (06.02.2024): 469. http://dx.doi.org/10.3390/nu16040469.

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The chatbot Chat Generative Pretrained Transformer (ChatGPT) is becoming increasingly popular among patients for searching health-related information. Prior studies have raised concerns regarding accuracy in offering nutritional advice. We investigated in November 2023 ChatGPT’s potential as a tool for providing nutritional guidance in relation to different non-communicable diseases (NCDs). First, the dietary advice given by ChatGPT (version 3.5) for various NCDs was compared with guidelines; then, the chatbot’s capacity to manage a complex case with several diseases was investigated. A panel of nutrition experts assessed ChatGPT’s responses. Overall, ChatGPT offered clear advice, with appropriateness of responses ranging from 55.5% (sarcopenia) to 73.3% (NAFLD). Only two recommendations (one for obesity, one for non-alcoholic-fatty-liver disease) contradicted guidelines. A single suggestion for T2DM was found to be “unsupported”, while many recommendations for various NCDs were deemed to be “not fully matched” to the guidelines despite not directly contradicting them. However, when the chatbot handled overlapping conditions, limitations emerged, resulting in some contradictory or inappropriate advice. In conclusion, although ChatGPT exhibited a reasonable accuracy in providing general dietary advice for NCDs, its efficacy decreased in complex situations necessitating customized strategies; therefore, the chatbot is currently unable to replace a healthcare professional’s consultation.

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Tangadulrat, Pasin, Supinya Sono und Boonsin Tangtrakulwanich. „Using ChatGPT for Clinical Practice and Medical Education: Cross-Sectional Survey of Medical Students’ and Physicians’ Perceptions“. JMIR Medical Education 9 (22.12.2023): e50658. http://dx.doi.org/10.2196/50658.

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Background ChatGPT is a well-known large language model–based chatbot. It could be used in the medical field in many aspects. However, some physicians are still unfamiliar with ChatGPT and are concerned about its benefits and risks. Objective We aim to evaluate the perception of physicians and medical students toward using ChatGPT in the medical field. Methods A web-based questionnaire was sent to medical students, interns, residents, and attending staff with questions regarding their perception toward using ChatGPT in clinical practice and medical education. Participants were also asked to rate their perception of ChatGPT’s generated response about knee osteoarthritis. Results Participants included 124 medical students, 46 interns, 37 residents, and 32 attending staff. After reading ChatGPT’s response, 132 of the 239 (55.2%) participants had a positive rating about using ChatGPT for clinical practice. The proportion of positive answers was significantly lower in graduated physicians (48/115, 42%) compared with medical students (84/124, 68%; P<.001). Participants listed a lack of a patient-specific treatment plan, updated evidence, and a language barrier as ChatGPT’s pitfalls. Regarding using ChatGPT for medical education, the proportion of positive responses was also significantly lower in graduate physicians (71/115, 62%) compared to medical students (103/124, 83.1%; P<.001). Participants were concerned that ChatGPT’s response was too superficial, might lack scientific evidence, and might need expert verification. Conclusions Medical students generally had a positive perception of using ChatGPT for guiding treatment and medical education, whereas graduated doctors were more cautious in this regard. Nonetheless, both medical students and graduated doctors positively perceived using ChatGPT for creating patient educational materials.

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Vasudevan, Asokan, Alma Vorfi Lama und Zohaib Hassan Sain. „The Game-Changing Impact of AI Chatbots on Education ChatGPT and Beyond“. Journal of Information Systems and Technology Research 3, Nr. 1 (31.01.2024): 38–44. http://dx.doi.org/10.55537/jistr.v3i1.770.

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ChatGPT, an AI-driven chatbot, delivers coherent and valuable responses by analysing extensive data sets. This article explores the profound impact of ChatGPT on contemporary education, as discussed by prominent academics, scientists, distinguished researchers, and engineers. The study delves into ChatGPT's capabilities, its application in the education sector, and the identification of potential concerns and challenges. Initial assessments reveal variations in ChatGPT's performance across diverse subjects, including finance, coding, mathematics, and general public queries. While ChatGPT can assist educators by generating instructional content, providing suggestions, serving as an online educator for learners, answering questions and revolutionising education through smartphones and IoT devices, it has shortcomings. These include the risk of generating inaccurate or false information and evading plagiarism detection systems, a critical concern for maintaining originality. The commonly reported "hallucinations" in Generative AI, which applies to ChatGPT, also limit its utility in situations where precision is paramount. A notable deficiency in ChatGPT is the absence of a stochastic measure to facilitate authentic and empathetic communication with users. The article suggests that educational institutions' academic regulations and evaluation practices should be updated if ChatGPT is integrated into the educational toolkit. To effectively navigate the transformative effects of ChatGPT in the learning environment, it is imperative to educate teachers and students about its capabilities and limitations.

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Hofert, Marius. „Correlation Pitfalls with ChatGPT: Would You Fall for Them?“ Risks 11, Nr. 7 (21.06.2023): 115. http://dx.doi.org/10.3390/risks11070115.

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This paper presents an intellectual exchange with ChatGPT, an artificial intelligence chatbot, about correlation pitfalls in risk management. The exchange takes place in the form of a conversation that provides ChatGPT with context. The purpose of this conversation is to evaluate ChatGPT’s understanding of correlation pitfalls, to offer readers an engaging alternative for learning about them, but also to identify related risks. Our findings indicate that ChatGPT possesses solid knowledge of basic and mostly non-technical aspects of the topic, but falls short in terms of the mathematical rigor needed to avoid certain pitfalls or completely comprehend the underlying concepts. Nonetheless, we suggest ways in which ChatGPT can be utilized to enhance one’s own learning process.

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Kim, Rachel, Alex Margolis, Joe Barile, Kyle Han, Saia Kalash, Helen Papaioannou, Anna Krevskaya und Ruth Milanaik. „Challenging the Chatbot: An Assessment of ChatGPT's Diagnoses and Recommendations for DBP Case Studies“. Journal of Developmental & Behavioral Pediatrics 45, Nr. 1 (Januar 2024): e8-e13. http://dx.doi.org/10.1097/dbp.0000000000001255.

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Objective: Chat Generative Pretrained Transformer-3.5 (ChatGPT) is a publicly available and free artificial intelligence chatbot that logs billions of visits per day; parents may rely on such tools for developmental and behavioral medical consultations. The objective of this study was to determine how ChatGPT evaluates developmental and behavioral pediatrics (DBP) case studies and makes recommendations and diagnoses. Methods: ChatGPT was asked to list treatment recommendations and a diagnosis for each of 97 DBP case studies. A panel of 3 DBP physicians evaluated ChatGPT's diagnostic accuracy and scored treatment recommendations on accuracy (5-point Likert scale) and completeness (3-point Likert scale). Physicians also assessed whether ChatGPT's treatment plan correctly addressed cultural and ethical issues for relevant cases. Scores were analyzed using Python, and descriptive statistics were computed. Results: The DBP panel agreed with ChatGPT's diagnosis for 66.2% of the case reports. The mean accuracy score of ChatGPT's treatment plan was deemed by physicians to be 4.6 (between entirely correct and more correct than incorrect), and the mean completeness was 2.6 (between complete and adequate). Physicians agreed that ChatGPT addressed relevant cultural issues in 10 out of the 11 appropriate cases and the ethical issues in the single ethical case. Conclusion: While ChatGPT can generate a comprehensive and adequate list of recommendations, the diagnosis accuracy rate is still low. Physicians must advise caution to patients when using such online sources.

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Verma, Aditya A. „Augmenting AI’s Prospects: ChatGPT Future Insights“. INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, Nr. 04 (11.04.2024): 1–5. http://dx.doi.org/10.55041/ijsrem30633.

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An expansion of GPT-3, the big language model ChatGPT was published by OpenAI on November 30, 2022. In real time, the AI chatbot responds to user requests by communicating. The level of natural speaking responses provided by ChatGPT signals a significant change in the way we will utilise AI-generated data in our daily lives. There are several applications for ChatGPT for a student studying software engineering, including assessment preparation, translation, and writing specific source code. Even more difficult parts of scientific writing, including paraphrasing and literature summaries, may be handled by it. Therefore, the purpose of this position paper is to examine possible methods for incorporating ChatGPT into higher education. As a result, we concentrate on papers discussing ChatGPT's impact in our day to day lives. Keywords: Artificial Intelligence (AI); ChatGPT; educational technology; university education.

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Kashish, Hitakshi, Neha Sharma und Neeru Jindal. „Still, Man Is The Most Remarkable Being“. international journal of engineering technology and management sciences 7, Nr. 6 (2023): 178–85. http://dx.doi.org/10.46647/ijetms.2023.v07i06.028.

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ChatGPT and Google, two natural language processing systems, have attracted media attention. Google is a search engine that finds specific information online, while ChatGPT is an AI chatbot that understands and responds to natural language. The study in this paper looks at how users of Google and ChatGPT behave differently when using search engines and chatbots to find information. Both ChatGPT and Google have advantages and disadvantages. Since data inaccuracies can cause bias, accuracy concerns were especially important. According to ChatGPT's readability scores, answers are frequently inappropriate for people with limited literacy. Google occasionally returns results based on for-profit organizations, whereas ChatGPT responds to inquiries with more pertinent information. Google does share the source, but one might need to use their own imagination to improve it. ChatGPT does not permit this because it presents the result immediately. Despite the fact that this study carefully investigated ChatGPT user reactions, it has a number of limitations that might all be taken into account for the purpose of improving future research.

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Sirohi, Dr Sanjula. „Utilization of ChatGPT in Dental Healthcare“. Academia Journal of Medicine 7, Nr. 1 (21.05.2024): 61–64. http://dx.doi.org/10.62245/ajm.v7.i1.10.

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The integration of artificial intelligence (AI) in the field of dentistry has been gaining prominence, with Chatbot Generative Pretrained Transformer (ChatGPT), emerging as a pivotal tool. ChatGPT's applications span a myriad of functionalities including diagnostic aid, educational support, and patient interaction.

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Dissertationen zum Thema "ChatGPT"

Jusko, Ján. „Chatbot pro Smart Cities“. Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2019. http://www.nusl.cz/ntk/nusl-403204.

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The aim of this work is to simplify access to information for citizens of the city of Brno and at the same time to innovate the way of communication between the citizen and his city. The problem is solved by creating a conversational agent - chatbot Kroko. Using artificial intelligence and a Czech language analyzer, the agent is able to understand and respond to a certain set of textual, natural language queries. The agent is available on the Messenger platform and has a knowledge base that includes data provided by the city council. After conducting an extensive user testing on a total of 76 citizens of the city, it turned out that up to 97\% of respondents like the idea of a city-oriented chatbot and can imagine using it regularly. The main finding of this work is that the general public can easily adopt and effectively use a chatbot. The results of this work motivate further development of practical applications of conversational agents.

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Jonsson, Sofia, und Jenny Bredmar. „Chatbot - Magic in a box? : A study of a chatbot in a Swedish bank“. Thesis, Uppsala universitet, Institutionen för informatik och media, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355381.

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Artificial Intelligence (AI) is a topic, which is widely discussed around the globe. One branch of AI is Chatbot (CB) technology that uses Natural Language Processing to understand, reply and communicate with humans. Increasingly, CB has gained more popularity in many companies because of its contribution to productivity and efficiency. However, less is said about organizations expectations, use, and challenges of the CB. This exploratory research tries to get a more organizational perspective of this new phenomenon. To do so, we conducted interviews with project members in a large banking organization that utilizes CB. This study contributed three major conclusions: first, the importance of making sure employees understand the importance and scale of training in regard to the use of a chatbot. Second, the results also suggest that the CB performs simple tasks but still has the ability to save time for employees who use it. Third, this study acknowledged the potential in CB and the importance of proactively embracing it today to not fall behind the curve. The result contributes to the research area of CB with insights from an organizational perspective.

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Ahlström, Sara, und Patricia Jansson. „Chatbot den digitalakundtjänstmedarbetaren : En kvalitativ studie kring hur lojalitetsfaktorernapåverkas av konsumentmötet med en chatbot“. Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42440.

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Titel: Chattbot den digitala kundtjänstmedarbetaren: En kvalitativ studie kring hur lojalitetsfaktorerna påverkas av konsumentmötet med en chattbot. Ämne: Kandidatuppsats i företagsekonomiinriktning marknadsföring, 15hp Författare: Sara Ahlström & Patricia Jansson Nyckelord: Varumärkeslojalitet, artificiell intelligens, chattbot Syfte: Syftet med studien är att ur ett business-to-consumer perspektiv genomföra en djupgående undersökning av hur faktorerna bakom varumärkeslojalitet påverkas av konsumentmötet med en chattbot. Genom den ökade förståelsen eftersträvas att utveckla ett teoretiskt ramverk. Metod: Studien är av det kvalitativa slaget och har genomförts med en abduktiv forskningsansats. Studiens slutliga resultat grundar sig i genomförda datorbaserade chattintervjuer med konsumenter. Slutsats: Utfallet av studien har utökat förståelsen för hur faktorerna vilka ligger till grund för byggandet av varumärkeslojalitet förändras med den digitala teknologin chattbots. Genom studien har en förståelse för vilka komponenter bakom lojalitetsfaktorerna som är av stor vikt. Viktiga komponenter vilka uppmärksammats är utfallet av chattbotens service-kvalité bestående av kundnöjdhet och förtroende, och kvalité av interaktionen bestående av kommunikation och personlighet Kunskapsbidrag: Praktiska och teoretiska kunskaper kring chattbots påverkan på kundnöjdhet, relationer, kommunikation och avsaknaden av den mänskliga kontakten har lyfts fram. Genom det teoretiska ramverket belyses viktiga delar att ta hänsyn till kring skapandet och utvecklandet av chattbots, vilket är av betydelse för företag som vill skapa en positiv upplevelse i mötet med den digitala medarbetaren

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Roghult, Alexander. „Chatbot trained on movie dialogue“. Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-157637.

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A chatbot is a computer program that engages in written or spoken conversation with a human user. This project aims to investigate the possibility of training a chatbot in using movie dialogue in generating the response. Movie dialogue can be found in both movie scripts as well as subtitles, though using subtitles is much easier as they follow a special formatting. Using one subtitle as a response to each word found in the preceding subtitle, the implemented chatbot links together subtitles. The responses are stored in a frequency distribution table that maps each word to all responses found. Though the responses generated by the chatbot were not desirable, the responsese tmost often contained responses which would be more fitting. The result drawn from hisis that ,with further work and improvement,the chatbot could perform acceptably

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Amilon, Mattias. „Chatbot with common-sense database“. Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-166745.

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In 1950 Alan Turing introduced the famous “Turing test” which tests if a machine can be as intelligent as a human by testing if it can communicate with a person in a “human” way. Inspired by this test, numerous so called chatbots, in the form of computer programs, that manage a written dialogue have been created. A so called commonsensedatabase consists of data that most humans would know andconsider as common knowledge, something that computers generally do not know very muchabout. This report describes the process of an attempt to implement a simple chatbot using the common-sense database ConceptNet. The behaviour, or the human-likeness, of this chatbot was then compared to that of the classic chatbot ELIZA and the 2008 Loebner prize winning chatbot Elbot, through a series of user tests. The results indicate that using a common-sense database for a chatbot shows some promisefor further investigation.

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Krantz, Amandus, und Petrus Lindblom. „Generating Topic-Based Chatbot Responses“. Thesis, Blekinge Tekniska Högskola, Institutionen för datalogi och datorsystemteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14800.

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With the rising popularity of chatbots, not just in entertainment but in e-commerce and online chat support, it’s become increasingly important to be able to quickly set up chatbots that can respond to simple questions. This study examines which of two algorithms for automatic generation of chatbot knowledge bases, First Word Search or Most Signiﬁcant Word Search, is able to generate the responses that are the most relevant to the topic of a question. It also examines how text corpora might be used as a source from which to generate chatbot knowledge bases. Two chatbots were developed for this project, one for each of the two algorithms that are to be examined. The chatbots are evaluated through a survey where the participants are asked to choose which of the algorithms they thought chose the response that was most relevant to a question. Based on the survey we conclude that Most Signiﬁcant Word Search is the algorithm that picks the most relevant responses. Most Signiﬁcant Word Search has a signiﬁcantly higher chance of generating a response that is relevant to the topic. However, how well a text corpus works as a source for knowledge bases depends entirely on the quality and nature of the corpus. A corpus consisting of written dialogue is likely more suitable for conversion into a knowledge base.

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Tor, Kjäll. „Visualization of Chatbot Survey Results“. Thesis, Uppsala universitet, Människa-datorinteraktion, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414841.

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Chatbots are an increasingly popular technique that has seen recent steps in development thanks to artificial intelligence. There is research conducted about chatbots in different areas, but one area that is overlooked is the presentation of data collected by the chatbot. This study aimed to explore what to think about in terms of visualizations when designing an interface in order to present chatbots results to novice users. Conducting a user study with several iterations of design, the research question was: How do you visualize the results of a chatbot survey for novice users to facilitate the understanding of the data? To answer this question, four design iterations with a total of 17 participants were conducted, resulting in a final prototype. The data gathered was then analyzed using thematic analysis. The results failed to help answering the research question, but did give some suggestions on interface visualization, mainly the importance of using visualizations that are carefully selected to improve the understanding of the data presented. Moreover, this study suggests the importance of focusing on the participant’s deeper level of understanding and their conceptual models.

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Novák, Miroslav. „Chatbot v podnikovém informačním systému“. Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2019. http://www.nusl.cz/ntk/nusl-403114.

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This diploma thesis deals with problems of development of chatbots. The theoretical part of the thesis introduces the concept of the conversational interface in general and analyzes available technologies for its development. The practical part deals with the design and implementation of a particular chatbot, whose goal is to be a virtual assistant in the process of selecting and purchasing goods. This is accomplished by connecting the chatbot to the product information management system using OData web services. One of the biggest problems was to determine the order of questions asked about product properties. For the implementation was used decision tree theory.

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Choque, Díaz Marilyn Lizet. „Chatbot académico utilizando tecnologías cognitivas“. Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/624418.

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El presente proyecto “Chatbot académico utilizando tecnologías cognitivas” tiene como objetivo principal implementar un modelo de tecnología cognitiva para mejorar los servicios de soporte académico con chatbots en instituciones universitarias. La diferencia entre los modelos convencionales y el modelo propuesto en este proyecto radica, aparte de basarse en computación cognitiva, en adicionar patrones Customer Experience, los cuales mejoran sustancialmente la interacción que se tiene con el estudiante, así como la experiencia y satisfacción con su institución universitaria. El surgimiento de nuevas tecnologías y la omnipresencia de Internet están brindando oportunidades de nuevas formas de interacción entre clientes y proveedores de servicios. Una de esas tecnologías son los chatbots capaces de responder a consultas del cliente permitiendo ahorrar tiempo y trabajo humano. Los chatbots han abierto una nueva puerta para la comunicación y, sobre todo, en cuanto a la atención al cliente se refiere. Existe una creciente expectación sobre los chatbots y sobre cómo afectarán en el futuro de la experiencia del cliente, ya que se están utilizando cada vez más para liberar a los humanos de sus tareas dentro de un centro de atención al cliente y, aunque parezca contradictorio, están ayudando a brindar una experiencia más personalizada. El aporte de este proyecto es la propuesta de un modelo de tecnología cognitiva para mejorar los servicios de soporte académico con chatbots, que pueda impulsar y potenciar iniciativas que propicien un mayor aprovechamiento de la interacción con el estudiante en la Universidad Peruana de Ciencias Aplicadas (UPC).
This project "Academic chatbot using cognitive technologies" aims to implement a cognitive technology model to enhance academic support services with chatbots at university institutions. The difference between the conventional models and the model proposed in this project lies, apart from being based on cognitive computing, in adding Customer Experience patterns. This could substantially improve the interaction with student, as well as the experience and satisfaction with its university institution. The emergence of new technologies and the pervasiveness of the Internet are providing opportunities for new forms of interaction between customers and service providers. One of these technologies are chatbots capable of responding to customer queries saving time and human work. Chatbots have opened a new door for communication and, above all, in terms of customer service. There is growing expectation about chatbots and how they will affect the future of the customer experience as they are increasingly being used to free humans from their tasks within a customer service center and, although it may seem contradictory, they are helping to provide a more personalized experience. The contribution of this project is the proposal of a cognitive technology model to enhance academic support services with chatbots, which can promote and empower initiatives that facilitate greater use of interaction with the student at Universidad Peruana de Ciencias Aplicadas (UPC).
Tesis

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Astistova, T. I., und O. B. Typa. „Chatbot development for Telegram social network“. Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/19330.

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Bücher zum Thema "ChatGPT"

Sarrion, Eric. ChatGPT for Beginners. Berkeley, CA: Apress, 2023. http://dx.doi.org/10.1007/978-1-4842-9804-6.

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Helfrich-Schkarbanenko, Andreas. Mathematik und ChatGPT. Berlin, Heidelberg: Springer Berlin Heidelberg, 2023. http://dx.doi.org/10.1007/978-3-662-68209-8.

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Hopkins, Bruce. ChatGPT for Java. Berkeley, CA: Apress, 2024. http://dx.doi.org/10.1007/979-8-8688-0116-7.

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Sarrion, Eric. Exploring the Power of ChatGPT. Berkeley, CA: Apress, 2023. http://dx.doi.org/10.1007/978-1-4842-9529-8.

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Waghmare, Charles. Unleashing The Power of ChatGPT. Berkeley, CA: Apress, 2023. http://dx.doi.org/10.1007/979-8-8688-0032-0.

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Taulli, Tom. ChatGPT and Bard for Business Automation. Berkeley, CA: Apress, 2023. http://dx.doi.org/10.1007/978-1-4842-9852-7.

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Al-Marzouqi, Amina, Said A. Salloum, Mohammed Al-Saidat, Ahmed Aburayya und Babeet Gupta, Hrsg. Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-52280-2.

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Prinz, Konstantin. The Smiling Chatbot. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-40028-6.

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Følstad, Asbjørn, Theo Araujo, Symeon Papadopoulos, Effie L. C. Law, Ewa Luger, Morten Goodwin und Petter Bae Brandtzaeg, Hrsg. Chatbot Research and Design. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94890-0.

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Singh, Abhishek, Karthik Ramasubramanian und Shrey Shivam. Building an Enterprise Chatbot. Berkeley, CA: Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-5034-1.

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Buchteile zum Thema "ChatGPT"

Taulli, Tom. „ChatGPT“. In ChatGPT and Bard for Business Automation, 7–30. Berkeley, CA: Apress, 2023. http://dx.doi.org/10.1007/978-1-4842-9852-7_2.

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Eichstädt, Timm, und Stefan Spieker. „ChatGPT“. In 52 Stunden Informatik, 399–406. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-41838-0_47.

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Wieser, Markus, Klaus Schöffmann, Daniela Stefanics, Andreas Bollin und Stefan Pasterk. „Investigating the Role of ChatGPT in Supporting Text-Based Programming Education for Students and Teachers“. In Lecture Notes in Computer Science, 40–53. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44900-0_4.

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AbstractTeaching text-based programming poses significant challenges in both school and university contexts. This study explores the potential of ChatGPT as a sustainable didactic tool to support students, freshmen, and teachers. By focusing on a beginner’s course with examples also relevant to vocational schools, we investigated three research questions. First, the extent to which ChatGPT assists students in solving and understanding initial examples; secondly, the feasibility of teachers utilizing the chatbot for grading student solutions; and finally, the additional support ChatGPT provides in terms of teaching. Our findings demonstrate that ChatGPT offers valuable guidance for teachers in terms of assessment and grading and aids students in understanding and optimizing their solutions.

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Sarrion, Eric. „Discovering ChatGPT“. In ChatGPT for Beginners, 35–48. Berkeley, CA: Apress, 2023. http://dx.doi.org/10.1007/978-1-4842-9804-6_3.

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Sharpley, David. „ChatGPT Comments“. In Leadership Principles and Purpose, 243. New York: Productivity Press, 2024. http://dx.doi.org/10.4324/9781003439707-23.

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Sarrion, Eric. „ChatGPT Training“. In Exploring the Power of ChatGPT, 27–33. Berkeley, CA: Apress, 2023. http://dx.doi.org/10.1007/978-1-4842-9529-8_4.

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Sharma, Kajal, Zakia Tasmin Rahman und Ravinder Rena. „The ChatGPT“. In Data-Driven Modelling and Predictive Analytics in Business and Finance, 361–74. Boca Raton: Auerbach Publications, 2024. http://dx.doi.org/10.1201/9781032618845-20.

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Leung, Rosanna, und Iris Sheungting Lo. „Can ChatGPT Inspire Me? Evaluate Students’ Questioning Techniques on AI Tool for Overcoming Fixation“. In Information and Communication Technologies in Tourism 2024, 75–86. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-58839-6_9.

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AbstractAI-powered large language models are shaping a new era of learning. Students use AI chatbots for information search and idea inspiration. However, are students’ questioning skills effective enough to interact with an AI Chatbot? This study explores the interaction between students and ChatGPT on idea generation and identifies whether participants can effectively use AI chatbots to simulate creativity for idea generation. The results indicated that, rather than discussing their idea with AI Chatbot for suggestions and recommendations to enhance the existing ideas, many students ask AI to generate more ideas without providing directions. Participants reflected that ChatGPT provided generic ideas and were unsatisfied with its creativity. They are more positive towards using the question guide, developed using SCAMPER questioning technique combined with a narrative approach by the researcher, compared to ChatGPT because the question guide enables perspective-shifting to generate ideas from a new perspective.

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Sarrion, Eric. „Dialoguing with ChatGPT“. In ChatGPT for Beginners, 17–33. Berkeley, CA: Apress, 2023. http://dx.doi.org/10.1007/978-1-4842-9804-6_2.

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Sarrion, Eric. „Playing with ChatGPT“. In ChatGPT for Beginners, 451–73. Berkeley, CA: Apress, 2023. http://dx.doi.org/10.1007/978-1-4842-9804-6_19.

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Konferenzberichte zum Thema "ChatGPT"

Fischer, Heiko, Martin Dres und Sven Seidenstricker. „Application of ChatGPT in Design Thinking“. In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004312.

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ChatGPT from OpenAI belongs to the most-hyped advancements of artificial intelligence in research and practice. Both disciplines agree that AI applications like ChatGPT will change the way how business is done. Due to its enormous capabilities, it can effectively support the work of any discipline and augment the human worker’s capabilities: It is able to mimic human conversations, write and debug computer programs, write essays, and solve complex tasks. However, despite these game-changing capabilities, the question of whether AI cannot only mimic or augment human capabilities but have its own creativity remains. Especially recent AI applications have limited capabilities when it comes to emotions and human-centered insights. However, this is crucial to develop novel and creative solutions for people, as it is the aim of design thinking. Both human-centered and emotional insights into people are central to the success of the results of the design thinking process. At the same time, these insights are potential limitations of recent AI applications. For this reason, we decided to combine design thinking with ChatGPT and formulated the following research question: How can AI be used in the design thinking process? To answer this research question, we organized a design thinking workshop and asked the participants to use ChatGPT in the entire design thinking process that consists of the phases of empathize, define, ideate, prototype, and test. All relevant problem-solving tasks were executed by the chatbot. The participant’s only task was to fix ChatGPT’s output on post-its and arrange them as it is commonly done when humans do design thinking. Summing up, this article contributes to the literature as follows: First, we provide novel insights into the application of ChatGPT as one of the most consumer-used AI technologies. We show how ChatGPT can be used in combination with this well-known creativity technique and share our experience from our workshop. Second, we link the capability of ChatGPT with the requirements of design thinking and provide sample tasks for the chatbot that can be used in academia and practice. Third, we provide insights into the strengths and limitations of ChatGPT in creative problem-solving.

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Thapa, Astha, und Rajvardhan Patil. „ChatGPT based ChatBot Application“. In SoutheastCon 2024. IEEE, 2024. http://dx.doi.org/10.1109/southeastcon52093.2024.10500264.

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Bilal, Mushtaq. „Beyond Boundaries: Generative AI for Sustainable Academic Advancements“. In Congreso Internacional de Ingeniería de Sistemas. Universidad de Lima, 2024. http://dx.doi.org/10.26439/ciis2023.7076.

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Since its launch in November 2022, Open AI’s chatbot Generative Pre-trained Transformer, commonly known as ChatGPT, has become one of the most popular generative AI applications in the world (OpenIA, n. d.). Academics across the world are concerned about how ChatGPT is dramatically changing the pedagogical and research landscape. In this paper, I discuss some of the best practices for using ChatGPT for academic purposes.

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Villena Toro, Javier, und Mehdi Tarkian. „Model Architecture Exploration Using ChatGPT for Specific Manufacturing Applications“. In ASME 2023 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2023. http://dx.doi.org/10.1115/detc2023-116483.

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Abstract Selecting an appropriate machine learning model architecture for manufacturing tasks requires expertise in both computer science and manufacturing. However, integrating state-of-the-art machine learning models and manufacturing processes is often challenging due to the distance between these fields. OpenAI’s popular language model, ChatGPT, has the potential to bridge this gap. This paper proposes guidelines and questions to explore model architecture options and extract valuable information from ChatGPT’s natural language processing capabilities. While ChatGPT is a powerful tool, it is important to verify any answers obtained against reliable sources before making any decisions. The guidelines compose a flowchart with four queries to give ChatGPT enough context and exisiting input data information. ChatGPT suggestions will be directed towards input processing, output, and architecture proposals. The last query produces keywords based on the chat for a background study on the topic. A manufacturing case study was conducted to demonstrate the effectiveness of these guidelines. The study involved creating a model to forecast fixturing locations for welding processes in the automotive sector. After conducting four separate interviews with ChatGPT, the authors discuss the selection of architecture based on ChatGPT suggestions and contrast it with previous literature. The proposed guidelines are expected to be useful in a variety of manufacturing contexts, as they offer a structured approach to exploring model architecture options using ChatGPT’s capabilities, ultimately leading to new and innovative applications of machine learning in this field.

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Ohashi, Louise, und Antonie Alm. „ChatGPT and language learning: University educators’ initial response“. In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16917.

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This article examines the initial response of university-level language educators to ChatGPT, an AI chatbot, within the first ten weeks of its release. ChatGPT, which stands for 'Chat Generative Pre-trained Transformer’, is a conversational AI language model developed by OpenAI, a private artificial intelligence research organisation. A global survey collected data from 367 teachers of 16 languages. The results show strong awareness of ChatGPT among educators, but wide variation in experience and knowledge highlights the need for training and support. While use of ChatGPT was limited, particularly for pedagogical tasks, the majority of educators expressed interest in integrating it into their future teaching practice. In more concrete terms, more teachers indicated they were likely to use it to create language learning resources and recommend it for self-study than use it for managing assessment. In regards to the potential impact of ChatGPT on the field of education, educators showed a mixture of concern and optimism. While many agreed that it would increase the accessibility of language teaching and have a positive impact on self-study, even more had concerns about the potential for cheating and over-reliance, highlighting the importance of ethical guidelines. This research contributes to the understanding of the opportunities and challenges associated with ChatGPT in language education.

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Alfarisi, O., R. Singh, R. Singhal, R. M. Alzarooni, S. Fernandes, Y. Ayvaz, M. Vijayan und J. Mohamed. „The First Drilling Dedicated Artificial Intelligence ChatGPT Pilot“. In GOTECH. SPE, 2024. http://dx.doi.org/10.2118/219337-ms.

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Abstract Can drillers extract insights from successful and challenging cases by writing one sentence? Today, the drillers either dig, for days or weeks, the mixed-structured data of the Daily Drilling Report (DDR), the structured drilling data, or both to extract knowledge about successful cases (e.g., a record rate of penetration) and challenging cases (e.g., stuck pipe and Non-Productive Time (NPT)). The objective is to have the drilling operations insights extracted with no time from the current and historical data reports. We propose a more efficient knowledge extraction of drilling operations in seconds or minutes by writing one sentence using the latest artificial intelligent Chat Generative Pretrained Transformer algorithm (ChatGPT). Therefore, we launched the first drilling dedicated ChatGPT pilot. ChatGPT has pretrained models; however, in this pilot, we enable ChatGPT to learn from our drilling data to provide specific answers to our challenges accurately and efficiently. The implementation method of ChatGPT requires multiple stages: (1) Data Loading/Downloading and Document Scanning, (3) Data Indexing, (4) ChatGPT Training, and (5) ChatGPT extraction of knowledge. Our drilling data is available in structured (tabulated), unstructured, and mix-structure formats; therefore, understanding the behavior of ChatGPT in these different formats and other training indexing and cognitive capabilities are some of the pilot targeted objectives. This novel pilot is the first in the oil industry to use ChatGPT, particularly in drilling. Its outcome determines ChatGPT's ability to ease drilling operations by providing insight and learning from historical success and challenging cases. This paper reveals the methods and tools to quickly deliver efficient and quality answers to drilling operations to the drilling engineers.

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Quansah, Ewuradjoa Mansa. „Beyond the Hype: A Critical Evaluation of ChatGPT's Capabilities for Mathematical Calculations“. In 5th International Conference on Artificial Intelligence and Big Data. Academy & Industry Research Collaboration Center, 2024. http://dx.doi.org/10.5121/csit.2024.140407.

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As generative AI systems like ChatGPT gain popularity, empirical analysis is essential to evaluate capabilities. This study investigates ChatGPT’s skills for mathematical calculations through controlled experiments. Tests involving counting numbers, finding averages, and demonstrating Excel methods reveal inconsistencies and errors, indicating lack of true contextual understanding. While ChatGPT can provide solutions, its reasoning shows gaps versus human cognition. The results provide concrete evidence of deficiencies, complementing conceptual critiques. Findings caution against over-reliance on generative models for critical tasks and highlight needs to advance reasoning and human-AI collaboration. This analysis contributes to AI literature by urging continued progress of AI, so technologies like ChatGPT can be deployed safely and responsibly.

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Silvestre, Ana Sofia Schweizer, Elaina Lynn de Moura Amaral, Maria Eduarda Holanda und Edna Dias Canedo. „Students’ perception about ChatGPT’s impact on their Academic Education“. In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/sbie.2023.234602.

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Goal: This study explores the impact of ChatGPT, an OpenAI language model, on undergraduate students in Brazil, aiming to uncover its benefits and challenges in higher education. It investigates students’ experiences and perceptions, providing insights for educators and policymakers in Brazil and beyond. Method: A survey of 206 undergraduate students was conducted to gather data on profiles, usage frequency, and perceptions of ChatGPT’s impact in education. Results: Participants recognized ChatGPT’s value in enhancing productivity, organization, study orientation, code writing, and text revision. Concerns were also raised about user dependency, answer reliability, and ethical considerations. Conclusions: Undergraduate students perceive ChatGPT positively, but are also mindful of its limitations and potential negative effects. Integrating it into education requires careful consideration and the promotion of responsible usage. Educating users on ethical guidelines and addressing concerns can maximize benefits and mitigate drawbacks. This research contributes to understanding the implications, applications, and challenges of incorporating ChatGPT into education, emphasizing the need for further research and a balanced approach.

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Mumtaz, Ummara, und Summaya Mumtaz. „Potential of ChatGPT in predicting stock market trends based on Twitter Sentiment Analysis“. In CARMA 2024 - 6th International Conference on Advanced Research Methods and Analytics. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/carma2024.2024.17467.

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The rise of ChatGPT has brought a notable shift to the AI sector, with its exceptional conversational skills and deep grasp of language. Recognizing its value across different areas, our study investigates ChatGPT's capacity to predict stock market movements using only social media tweets and sentiment analysis. We aim to see if ChatGPT can tap into the vast sentiment data on platforms like Twitter to offer insightful predictions about stock trends. We focus on determining if a tweet has a positive, negative, or neutral effect on two big tech giants Microsoft and Google’s stock value. Our findings highlight a positive link between ChatGPT's evaluations and the following day's stock results for both tech companies. This research enriches our view on ChatGPT's adaptability and emphasizes the growing importance of AI in shaping financial market forecasts.

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Souza, Débora, und Rohit Gheyi. „Estudo de caso: uso do ChatGPT para resolução de problemas de programação“. In Anais Estendidos do Congresso Brasileiro de Software: Teoria e Prática. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/cbsoft_estendido.2023.235666.

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A geração de programas a partir de linguagem natural visa transformar frases em código de programação. O ChatGPT, baseado no modelo GPT-3, é um chatbot capaz de gerar texto e código como humano. Para avaliar sua corretude no contexto de programação, foram selecionados aleatoriamente 100 problemas de programação, distribuídos entre os graus de complexidade Fácil, Intermediário e Difícil, de plataformas populares para serem resolvidas pelo modelo. Ao longo de 3 tentativas, o ChatGPT acertou 71 problemas, sendo 50 da plataforma LeetCode e 21 da plataforma BeeCrowd, os 29 problemas não solucionados estão majoritariamente distribuídos entre os graus de complexidade Intermediário e Difícil. Nesse contexto, o estudo demonstra que a utilização do ChatGPT pode ser benéfica para os programadores, pois o modelo é capaz de fornecer exemplos de código com soluções para seus desafios. No entanto, também evidencia que o ChatGPT não atinge uma precisão de 100%, portanto, os programadores não devem considerá-lo como um substituto completo.

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Berichte der Organisationen zum Thema "ChatGPT"

Fariborzi, Hadi, und Piers Steel. Using ChatGPT for Academic Publishing. Instats Inc., 2023. http://dx.doi.org/10.61700/zn2r4rodcppse469.

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Explore the power of AI-driven tools in this workshop, designed for researchers and PhD students seeking to improve and increase their scholarly outputs. Through hands-on exercises and interactive discussion, participants will learn how to harness the power of ChatGPT to automate literature searches, paper drafting and editing, and responding to reviewers during the R&R process. An official Instats certificate of completion is provided and offers 2 ECTS Equivalent points.

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Fariborzi, Hadi, und Piers Steel. Using ChatGPT for Academic Publishing. Instats Inc., 2023. http://dx.doi.org/10.61700/ezw1iudltppi0469.

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Fariborzi, Hadi, und Piers Steel. Using ChatGPT for Automated Literature Reviews. Instats Inc., 2023. http://dx.doi.org/10.61700/4dp7iexbh3oca469.

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Discover the power of AI-driven tools in this workshop designed to help researchers streamline their literature review process, showing you how to harness the capabilities of ChatGPT for conducting efficient and comprehensive literature reviews in various research fields. Through interactive lectures, hands-on exercises, and discussion, attendees will acquire the knowledge and skills necessary to effectively integrate ChatGPT into their research workflows. An official Instats certificate of completion is provided and offers 2 ECTS Equivalent points.

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Fariborzi, Hadi, und Piers Steel. Using ChatGPT for Automated Grant Writing. Instats Inc., 2023. http://dx.doi.org/10.61700/hi9ndkgxtt70m469.

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Explore the power of AI-driven tools for automating the process of academic grant writing in this 3-day workshop, designed for researchers and PhD students seeking to improve the quality and quantity of their academic grant writing. Through hands-on exercises and interactive discussion, you will learn how to harness the power of ChatGPT for every part of the academic grant writing process, including multiple inputs such as the funder's grant application rules and past successful applications. An official Instats certificate of completion is provided and offers 2 ECTS Equivalent points.

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Steel, Piers, und Hadi Fariborzi. Using ChatGPT for Dissertations and Theses. Instats Inc., 2023. http://dx.doi.org/10.61700/jwjwiapcl6fow469.

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This comprehensive seminar is designed to equip PhD students and research-oriented masters students with the skills to leverage advanced AI tools like ChatGPT in their academic research. The seminar covers a range of topics including the role of AI in literature reviews, data collection and analysis, data interpretation, and practical applications of these tools for drafting dissertations and theses, alongside ethical considerations of using AI in research. An official Instats certificate of completion and 2 ECTS Equivalent points are provided at the conclusion of the seminar.

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Gruber, Peter H. Using ChatGPT for Advanced Data Analysis. Instats Inc., 2023. http://dx.doi.org/10.61700/zqir2dzchct5b469.

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This 2-day workshop teaches researchers, from PhD students to professors, how to use ChatGPT and its Advanced Data Analytics tool for statistical analysis without writing a line of code or even knowing how to use a statistics program. The seminar covers a range of topics from data preparation and descriptive statistics to regression analysis, advanced statistical tests and visualisation. Special emphasis is placed on understanding the workings and limits of AI models such as ChatGPT and reflecting on its implications for data analysis.

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Fariborzi, Hadi, und Piers Steel. Using ChatGPT for Systematic Literature Reviews. Instats Inc., 2023. http://dx.doi.org/10.61700/j8f4zpzyi3o47469.

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This workshop is designed to equip PhD students, professors, and professional researchers with the skills to leverage AI for systematic literature reviews. Participants will gain a comprehensive understanding of AI and its applications in academic research, learn how to use ChatGPT, OpenAI, Python, and HubMeta for systematic reviews, and develop strategies for integrating AI into their current research methodology. An official Instats certificate of completion and 2 ECTS Equivalent points are provided at the conclusion of the seminar.

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Fariborzi, Hadi, und Piers Steel. Using ChatGPT for Dissertations and Theses. Instats Inc., 2023. http://dx.doi.org/10.61700/w3911b54epoz1469.

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Gruber, Peter. Teaching and Learning Statistics with ChatGPT. Instats Inc., 2023. http://dx.doi.org/10.61700/m71hf8ug0ces1469.

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This two-day workshop responds to the disruption that the AI revolution introduces to statistics education and practice. This seminar will equip academics and PhD students with the skills and insights needed to integrate ChatGPT into their statistics teaching and learning. Participants will gain hands-on experience with ChatGPT in classroom and assessment settings, as well as using it to prepare course material and exercises, while gaining a deeper understanding of how to use it to enhance statistics learning and practice. The seminar will also explore the wider institutional and ethical ramifications that the use of AI brings to education institutions and the wider economy. An official Instats certificate of completion and 2 ECTS Equivalent points are provided upon completion.

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Fariborzi, Hadi, und Piers Steel. Using ChatGPT for Systematic Literature Reviews. Instats Inc., 2023. http://dx.doi.org/10.61700/tunnuyr63vbvf469.

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