Key Features of GPT Learning Paradigm

Madalina Pana
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Madalina Pana: Bucharest University of Economic Studies, Bucharest, Romania

Economics and Applied Informatics, 2024, issue 3, 399-407

Abstract: The continuous advancement of technology has always sparked debates, much like earlier shifts in history. From the introduction of computers in the mid-20th century to the rise of the internet in the 2000s, each innovation has brought both excitement and apprehension. Today, a new era is emerging, where technology becomes deeply embedded in daily life. While innovations like AI in medical imaging, such as using it for tumor detection in radiographs, are widely accepted, other technologies, such as virtual reality, still face skepticism due to fear of the unfamiliar and resistance to change. However, stopping technological advancement is not the answer. The focus should instead be on guiding and managing AI development, particularly in education. This new learning model highlights the integration of AI into educational systems, especially for students pursuing programming. Through responsible implementation, AI can improve the learning experience while minimizing the potential downsides of unchecked technological growth. This study explores how AI can reshape education and provides practical ways to ensure its controlled and effective adoption in academic settings. Beyond this, AI has the potential to enhance how students engage with challenging topics, promoting creativity and innovation. For programming students, AI tools can optimize coding practices, detect mistakes, and suggest improvements. Additionally, AI-powered platforms encourage collaborative learning across borders, enriching education and preparing students for a globally connected workforce. By embracing AI and using it ethically, educational systems can create a more inclusive and forward-thinking environment.

Keywords: learning; programming; GPT; features (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:ddj:fseeai:y:2024:i:3:p:399-407

DOI: 10.35219/eai15840409468

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