ปัญญาประดิษฐ์เชิงสร้างสรรค์ในการศึกษาและการวิจัย : กรณีศึกษาการใช้ ChatGPT ของผู้รับทุนสนับสนุนที่จุฬาลงกรณ์มหาวิทยาลัย

Sirin Chakamanont; Proadpran Punyabukkana; Preechaya Sittipunt; Kanittha Wongvises; Asma Samoh; Siriporn Khabuan

doi:10.60027/iarj.2025.280525

Authors

Sirin Chakamanont Faculty of Education Chulalongkorn University, Thailand https://orcid.org/0009-0000-1423-5511
Proadpran Punyabukkana Faculty of Engineering, Chulalongkorn University, Thailand https://orcid.org/0009-0000-1423-5511
Preechaya Sittipunt Learning Innovation Center, Chulalongkorn University, Thailand https://orcid.org/0009-0003-1230-3594
Kanittha Wongvises Learning Innovation Center, Chulalongkorn University, Thailand https://orcid.org/0009-0002-8907-3566
Asma Samoh Learning Innovation Center, Chulalongkorn University, Thailand https://orcid.org/0009-0000-8407-9868
Siriporn Khabuan Learning Innovation Center, Chulalongkorn University, Thailand https://orcid.org/0009-0001-1776-5304

DOI:

https://doi.org/10.60027/iarj.2025.280525

Keywords:

Artificial Intelligence, ChatGPT, Generative AI, Technology in Education, Higher Education

Abstract

Background and Aims: Generative AI is critical in education and research because it automates content creation, enables personalized learning experiences, and speeds up research processes. It promotes innovation by creating new ideas, simulations, and solutions, which improve educational outcomes and advance scientific discovery. Thus, this research aims to investigate the activities and outcomes of using ChatGPT in higher education at Chulalongkorn University, particularly in teaching, research, and operations, over five months during the first semester of the 2023 academic year (August-December 2023).

Methodology: The study population consists of faculty members at Chulalongkorn University. A convenient or volunteer sampling method was employed, with an open call for 200 grants to support ChatGPT subscriptions, specifically for the GPT-4 version at that time. A total of 174 participants joined the program and 170 provided usage data. The research tool employed was a questionnaire, and the collected data were analyzed both quantitatively and qualitatively. Quantitative analysis utilized descriptive statistics to summarize general information about ChatGPT usage, while qualitative analysis involved content analysis to identify key themes and usage patterns from open-ended questionnaire responses.

Results: The findings revealed that most faculty members used ChatGPT to prepare teaching materials, design research plans, and manage administrative tasks, which significantly reduced preparation time and improved the quality of their work. The integration of ChatGPT into the educational and research activities of grant recipients at Chulalongkorn University led to the development of 202 courses, 52 research projects, 6 nationally published articles, 47 internationally published articles, and 27 other types of scholarly works. Statistical analysis showed that most users engaged with ChatGPT 1-5 times per week. Despite the positive impacts, challenges were noted, such as data accuracy and the ethics of using artificial intelligence in education.

Conclusion: ChatGPT serves as a powerful resource for enriching education and research within the university setting, thereby bolstering the institution's global reach through heightened academic achievements. Nevertheless, it is crucial to acknowledge the limitations and potential risks tied to its utilization, necessitating meticulous and inventive strategizing for optimal gains. Universities are advised to endorse the judicious and ethical deployment of Generative AI.

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