ChatGPT: five priorities for research

By Eva A. M. van Dis, J. Bollen, W. Zuidema, Robert van Rooij, C. Bockting. Nature, 2023

1,501 citations recorded by the source corpus.

Conversational AI is a game-changer for science. Here’s how to respond. Conversational AI is a game-changer for science. Here’s how to respond.

Subfields: Artificial Intelligence, Health Informatics

View Paper: https://www.semanticscholar.org/paper/eb21b2d1e82c7ec6f78f43e5eb4692456bf3e21e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

In Health Informatics

Citations in the corpus

ChatGPT in Healthcare: A Taxonomy and Systematic Review (2023, background): “…written in languages other than English (e.g., French [84]), without full text access (e.g., [62]), or whose main content has little to do with (or is not specific to) either ChatGPT (e.g., [46, 104, 33, 37]) or healthcare (e.g., [97, 103, 27, 6, 39, 13, 88, 21, 66, 115, 102, 43]) are excluded.”
Students’ voices on generative AI: perceptions, benefits, and challenges in higher education (2023, background): “…to be useful research aids for generating ideas, synthesizing information, and summarising a vast amount of text data to help researchers analyse data and compose their writing (Berg, 2023; Chan & Zhou, 2023), contributing to efficiency in publication (Kitamura, 2023; van Dis et al., 2023).”
A Prompt Pattern Catalog to Enhance Prompt Engineering with ChatGPT (2023, background): “The importance of good prompt design with LLMs, such as ChatGPT, is well understood [19]–[28].”
Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: perceptions of EFL Faculty Members (2023, neutral): “However, it has limitations and has become a subject of academic interest, with administrators forming task teams and organizing institution-wide meetings to discuss its implications (Aydin & Karaarslan, 2022; O’Connor, 2022; Van Dis, et al., 2023).”
To use or not to use ChatGPT in higher education? A study of students’ acceptance and use of technology (2023, background): “…in higher education, di ﬀ erent areas can be discussed as software is producing fake citations (Cooper, 2023), developing assignments (Sullivan et al., 2023), supporting essay writing (Crawford et al., 2023), and encouraging critical re ﬂ ection on AI ’ s use in society (van Dis et al., 2023).”
The Role of ChatGPT in Data Science: How AI-Assisted Conversational Interfaces Are Revolutionizing the Field (2023, background): “Some challenges are associated with its use, mainly around inaccuracies, privacy, bias, and plagiarism [10,11].”
To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing (2023, neutral): “…human-like responses to users’ prompts in a conversational manner, acting as a chatbot, and has become a versatile tool with a range of applications, such as composing poetry, commenting on news, debugging code, writing essays, and summarising literature (Taecharungroj, 2023; van Dis et al., 2023).”
Explainable Artificial Intelligence (XAI) 2.0: A Manifesto of Open Challenges and Interdisciplinary Research Directions (2023, background): “Likewise, plagiarism detection is becoming central in LLMs that excel across different domains, for example, with ChatGPT [277].”