Lendvai Gergely Ferenc
Ludovika University of Public Service, Budapest, Hungary.
J Empir Res Hum Res Ethics. 2025 Jul;20(3):131-148. doi: 10.1177/15562646251350203. Epub 2025 Jun 22.
This paper reviews the disruptive role of ChatGPT in academic writing, focusing on its implications for scholarly practices and emerging ethical challenges. Using document co-citation analysis (DCA), it maps the thematic and intellectual structure of the discourse on ChatGPT in academic knowledge production. Drawing on a dataset of 171 peer-reviewed articles from Scopus, the analysis, conducted using CiteSpace, identified 10 major thematic clusters, including ethical risks, practical applications, and pedagogical innovations. The resulting high-modularity network ( = 0.8989, = 0.9466), comprising 866 nodes and 2,274 edges, ensured methodological rigor and thematic clarity. The findings reveal widespread recognition of ChatGPT's value in enhancing writing and supporting innovative educational frameworks, especially for non-native speakers. Concerns persist regarding hallucinated references, plagiarism, authorship ethics, and the reliability of AI-detection tools. Our paper accentuates the need for proactive oversight and policy development to ensure responsible integration of generative AI in research and education.
本文回顾了ChatGPT在学术写作中的颠覆性作用，重点关注其对学术实践的影响以及新出现的伦理挑战。通过文献共被引分析（DCA），它描绘了学术知识生产中关于ChatGPT的话语的主题和知识结构。利用来自Scopus的171篇同行评审文章的数据集，使用CiteSpace进行的分析确定了10个主要主题集群，包括伦理风险、实际应用和教学创新。由此产生的高模块化网络（Q = 0.8989，S = 0.9466），由866个节点和2274条边组成，确保了方法的严谨性和主题的清晰度。研究结果表明，人们普遍认识到ChatGPT在提高写作水平和支持创新教育框架方面的价值，特别是对于非母语人士。对于幻觉参考文献、抄袭、作者伦理以及人工智能检测工具的可靠性，人们仍然存在担忧。我们的论文强调了积极监督和政策制定的必要性，以确保生成式人工智能在研究和教育中的负责任整合。
