Exploring the Use of Generative AI Tools in Distance Education

Abstract

The aim of this study is to identify the generative AI tools utilized in distance education environments and to delineate their intended purposes. Conducted through a systematic literature review, the research examined SSCI-indexed publications within the Web of Science (WoS) database. A total of 47 articles meeting the predefined inclusion criteria were rigorously analyzed and reported. In addition to content analysis, the study utilizes text mining methods and bibliometric analysis supported by VOSviewer software. Although the studies are distributed across various journals and countries, the results suggest that China is seen as the country with the most publications on this subject. Methodologically, it was observed that qualitative, quantitative, and mixed-method approaches were preferred. Furthermore, ChatGPT emerged as the most frequently emphasized generative AI tool. The study concludes that generative AI tools are utilized in distance education for purposes such as content design, adaptive learning, assessment and evaluation, cognitive skill enhancement, and providing support.