Exploring the Cognitive Dynamics of Artificial Intelligence in the Post-COVID-19 and Learning 3.0 Era: A Case Study of ChatGPT

Abstract

The emergence of ChatGPT, an AI system designed for conversation by OpenAI, has prompted conversations about its transformative possibilities in multiple fields, primarily in education. This study conducts an in-depth investigation into the emotional and cognitive factors contributing to the popularity of ChatGPT and its influence on the shift towards a technology-driven, student-centered educational paradigm known as Learning 3.0. This study examines how ChatGPT accomplishes functional needs through human-AI interaction, such as effective task performance and social and emotional demands. This is achieved by integrating theories like the Computers Are Social Actors (CASA) paradigm, Relationships Motivation Theory, and Technology Acceptance Model (TAM). The study claims that personal AI trainers like ChatGPT could reinforce self-regulated learning strategies, responding to an increasing need for remote education due to the COVID-19 pandemic. This paper establishes ChatGPT as a personification of the concepts of 3.0 learning, which center on advancing abilities, customization, and customization using technological advancement to create study experiences suited to the student's needs. While acknowledging limitations in the concept and the need to produce statistical facts through research, the researchers underline its potential for transforming education systems and enhancing human understanding. In addition, this paper brings up important ethical issues that must be considered for generative AI technologies to be widely used in education and academia. Educators must choose how to achieve an appropriate balance: leveraging technology to enhance learning while safeguarding the students they teach from potential risks.