Abstract
Objectives This study explored the potential use of ChatGPT in the teaching and learning aspects of a graduate course and reviewed its function as an analytical tool for qualitative and quantitative data collected through the course operations. Methods In this study, 21 graduate students used ChatGPT to generate questions while reviewing academic journal articles as part of their coursework. The study conducted formative and summative evaluations of the course and analyzed the collected data on the use of ChatGPT among graduate students using ChatGPT-4. Results The analysis indicated that the use of ChatGPT was helpful in deepening the understanding of academic journal articles. However, errors were encountered in the data analysis process using ChatGPT, necessitating the researcher to review and correct the outcomes derived from ChatGPT. Nevertheless, it is expected that such errors will decrease over time with advancements in generative AI technology and improvement in users' prompt construction skills. Conclusions This study investigates the current use of ChatGPT in education and academic research and provides insights into the effectiveness and improvement strategies for incorporating ChatGPT in higher education and scholarly research, serving as a case study of ChatGPT's application in graduate courses and academic research.
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