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Using ChatGPT to investigate trends in digital storytelling and knowledge sharing in higher education

Desireé Cranfield Orcid Logo, Isabella Venter, Andre Daniels

15th International Conference on Education and New Learning Technologies/EDULEARN23 Proceedings, Pages: 4217 - 4225

Swansea University Author: Desireé Cranfield Orcid Logo

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Abstract

Literature reviews are traditionally used by researchers to critically analyse large bodies of knowledge within their field of research and to synthesize new knowledge. The principal objective of this research was to do a state-of-the-art review using ChatGPT as a tool to investigate how digital sto...

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Published in: 15th International Conference on Education and New Learning Technologies/EDULEARN23 Proceedings
ISBN: 978-84-09-52151-7
ISSN: 2340-1117
Published: Palma, Spain IATED 2023
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URI: https://cronfa.swan.ac.uk/Record/cronfa64455
Abstract: Literature reviews are traditionally used by researchers to critically analyse large bodies of knowledge within their field of research and to synthesize new knowledge. The principal objective of this research was to do a state-of-the-art review using ChatGPT as a tool to investigate how digital storytelling supports knowledge sharing in higher education. ChatGPT is an artificial intelligence chatbot launched in 2022 based on a Generative Pre-training Transformer, GPT-3.5. This chatbot allows for conversational interaction with the researcher, enabling the researcher to pose questions to which the bot responds. The researchers posed several questions to the chatbot, to find information regarding digital storytelling, digital culture, digital affinity, and its affordances for knowledge sharing in higher education. The researchers used Bloom’s Taxonomy aligned with SAMR (Substitution, Augmentation, Modification, Redefinition) as a framework to identify current trends and select and synthesize research published on digital storytelling and knowledge sharing within higher education. The tool, ChatGPT, was used as the substitution technology tool for the redefinition and innovation of the research process. The initial output received, based on the questions posed to the chatbot, provided thought-provoking insights into knowledge sharing, and digital storytelling: 1) Knowledge sharing together with the power of storytelling fosters innovation and creativity in higher education, 2) It helps to enhance the understanding of complex concepts and ideas and helps to bridge the gap between theory and practice, enabling critical thinking, 3) Knowledge sharing encourages collaboration and community building, which is enhanced by storytelling within the higher education context, 4) Storytelling is an effective conversational tool to share knowledge. Digital storytelling makes use of versatile digital media which affords a more powerful and immersive experience to share knowledge, 5) The principles of digital storytelling and of knowledge sharing were identified and a framework was designed to depict where these intersect. 6) The SAMRframework was identified as a tool to select and synthesize the research. Although the researchers found that ChatGPT is a powerful complementary tool, it has its limitations as it tends to “hallucinate” in some of its responses. Higher education institutions will need to be agile and innovative in its usage and be willing to adapt to harness the affordances that these new technologies provide.
Keywords: Digital Storytelling, Knowledge Sharing, Higher Education, ChatGPT.
College: Faculty of Humanities and Social Sciences
Start Page: 4217
End Page: 4225

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