Keyword: «chatbot»

This article discusses aspects for implementing the interaction of a cloud storage system for data received through a chatbot. The problems of the problem being solved are formulated, the analysis is carried out and the justification for the choice of tools for implementing the interaction of a cloud database and a chat bot is given. Telegram was chosen as the messenger for informing and collecting data; a chatbot was created in it using the BotFather service. For data storage, a cloud database was chosen – AirTable, which, although it is in the public domain, is safe for storing users' personal data in it. A multifunctional tool – Integromat – was chosen to integrate the Telegram bot with the AirTable OBD.

ChatGPT (Generative Pre-trained Transformer) is artificial intelligence that can answer any user's question in the manner of a constructed text. It is already widespread and popular with most students. ChatGPT is able to write dissertations, pass medical tests or even make court decisions. However, it is worth noting that the appearance of this chatbot shocked the academic and university world: there was a scandal in one of the Russian universities in February 2023 because of a graduate qualification work written by ChatGPT neural network. The relevance of this research is due to the fact that this chatbot simultaneously attracts and worries the world pedagogical community by raising some ethical questions. Can ChatGPT clarify complex concepts and structure ideas in addition to creating smart mentors and teaching assistants? Is there any risk to create unoriginal, inaccurate or misleading content, as well as decrease creativity and skills? Will this tool be able to support pedagogical practice and successful studies, or will it endanger the fundamental education? What are the ways to reduce the risks by using ChatGPT in education? The authors of this research answered these questions. The scientific merit of the work is to consider trends in the development of artificial intelligence technologies in education, as well as possible scenarios for the application and impact of ChatGPT. Today, there are no clear rules in educational institutions regarding the use of artificial intelligence for educational purposes. The academic novelty of the study is that the authors identified and described the negative and positive aspects of using ChatGPT in education, and also formulated certain conditions to use painlessly the text generator in training. The methodological basis of the study is the analysis of Russian and foreign scientific literature on the development of artificial intelligence, in general, and the use of ChatGPT, in particular, as well as the synthesis and generalization of the results obtained.