Chat Generative Pre-Trained Transformer (ChatGPT), introduced in November 2022, has evolved into a widely used open-access tool across various domains including higher education. While providing students with opportunities to independently create and access educational content, concerns have emerged regarding the potential for ChatGPT to cast students as passive recipients of prepackaged knowledge, potentially impeding critical thinking and creativity in their learning process. As higher education institutions increasingly incorporate ChatGPT, there is a growing need for a thorough examination of its impact on student learning through empirical research. The aim of this systematic rapid review is to synthesize empirical research evidence on students’ use of ChatGPT in higher education, emphasizing pedagogical possibilities and addressing emerging threats and challenges. A comprehensive literature search of relevant peer-reviewed articles in three databases was carried out in October 2023. A total of eight studies were identified, revealing a distribution of quantitative and qualitative research designs which included questionnaires, case studies, interviews, and tests as the primary research methods. Four overarching themes emerged from the analysis: (1) Promoting students’ learning and skills development; (2) Providing content and immediate feedback; (3) Activating motivation and engagement; and (4) Dealing with ethical aspects of ChatGPT’s use. While our findings suggest that ChatGPT can, on the one hand, enhance the learning process, it can also inhibit it in various ways. Therefore, it is important to guide students in learning to use it responsibly and ethically as well as reflecting on the long-term effects of its use on their identity and the overall quality of their learning. The implications of this systematic rapid review are also discussed.

This review concerns how quality in ECEC is thematized and examined in Norwegian research published in 2010–2021. The review contributes to developing relevant professional knowledge and insight into what quality in ECEC is, should be or can be. A systematic scoping review includes 97 empirical studies of quality in the Norwegian ECEC context. The results show an increase in studies addressing quality after the year 2017. Most studies use interviews and observations, i.e., qualitative data. Research based on quantitative studies mainly applies to questionnaires, whereas multi-method designs occur with the third greatest frequency. The majority of the studies are descriptive or explore relationships. A few studies concern method development, interventions or reviews of the literature. ECEC staff and ECEC teachers are the most common informants. Two-thirds of the studies included were published in English, and only one-third were published in Norwegian. Thematically, process quality emerges as the most studied dimension of quality, dominated by investigating the aspect of staff–child interactions. About one-third of the studies investigate structural quality, with most attention paid to the physical environment and the organization of the ECEC provisions. Less research is directed at result (outcome) quality and curriculum quality. This overview contributes to increased knowledge about how quality is understood and used in research, as an essential prerequisite for creating a safe and sound everyday life for children in ECEC.

Participation in co-production is essential for consumers to ensure successful service outcomes. To ensure a satisfying service outcome, service providers offer consumers feedback on their task performance. This study contributes to a better understanding on how positive face-to-face feedback can drive consumers’ satisfaction. More knowledge of how feedback from service employees drives consumers’ satisfaction will help the service industry design, customize, and deliver meaningful experience-based products. By drawing on the self-presentation theory, in two experiments, we tested how face-to-face feedback influences consumers’ satisfaction with the outcome of task performance. Our analysis showed that satisfaction with self-produced outcome was lower when participants were aware of others during co-production. Furthermore, participants’ were more satisfied when they received positive face-to-face feedback about the outcome of their own task performance than positive face-to-face feedback on the process underlying task performance.

Knowledge of how to improve consumer satisfaction with the outcome of co-production in services with high levels of interaction is important for achieving and maintaining a competitive advantage in the service industry. The aim of this paper is to review and meta-analyse research on the relationship between aspects of feedback to customers in interaction-intense encounters and the customer's satisfaction with the outcome. We followed recommendations of the Cochrane Handbook for Systematic Review and Interventions to do a review and meta-analysis of relevant empirical research. From January 2018 to July 2018, we systematically searched PsycINFO, Business Source Complete, Science Direct and Web of Science for relevant studies. A total of six articles - consisting of 22 RCTs - were identified and included in the meta-analysis. Results indicate that feedback valence, with an effect size of 0.61 (0.43, 0.78), and feedback style, with an effect size of 0.82 (0.08, 1.57), have an impact on customers' satisfaction with the outcome of co-production. For feedback interventions, effect size -0.29 (-0.69, 0.11), and feedback medium, effect size 0.43 (-0.00, 0.86), the results are inconclusive. The present study suggest that there is a significant relationship between satisfaction with the outcome of co-production and feedback style and valence. To satisfy customers, service providers should offer positive feedback. In order to extend our knowledge, more studies on the effect of different feedback styles on customers' satisfaction with the outcome of co-production are needed.