Perceptions of Algerian PhD Students towards ChatGPT in Higher Education: An Innovative Educational Approach in the Generative Artificial Intelligence Era at Batna2 University (original) (raw)
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INTERNATIONAL JOURNAL OF HUMAN COMPUTING STUDIES, 2023
This quantitative study examined how university students perceive and use generative AI technology, specifically ChatGPT, in higher education. The main objective is to explore and describe university students' perception and use of generative AI, particularly ChatGPT, in the context of higher education. A 5-point Likert scale questionnaire was adopted and used in the study. Five hundred students from various universities in Region XI were surveyed using a stratified random sampling technique. Further, the validity and reliability of the scale used in the study were assessed using Cronbach's Alpha and Factor Analysis and demonstrated acceptable construct validity and reliability indices. The findings revealed that university students demonstrated high levels of understanding, knowledge, perception of the advantages and disadvantages, positive attitude, and strong intention to use generative AI technologies in the context of higher education. Moreover, the respondents showed a moderate level of concern about generative AI.
Journal of curriculum studies research, 2024
Postgraduate students in developing nations, such as South Africa, are increasingly leveraging artificial intelligence tools like ChatGPT to elevate their academic success in the era of the Fourth Industrial Revolution. This study aims to explore postgraduate students' perceptions of the benefits associated with the utilisation of artificial intelligence tools, with a specific focus on ChatGPT, in their academic success at South Africa's historically disadvantaged universities. Employing a qualitative approach, the study intends to gain a deeper understanding of postgraduate views on this subject. The sample comprised 10 postgraduate students pursuing master's degrees at two historically disadvantaged universities in South Africa, selected through purposive sampling. Semi-structured interviews were conducted to gather insights from the participating students. Thematic analysis was then employed to analyse the collected data. The study's findings shed light on the significant advantages of incorporating ChatGPT in students' academic journey, with special focus on research success. The study found that ChatGPT proves beneficial for postgraduate students, with some utilising the AI tool to refine their research topics before submission to their supervisors. Moreover, ChatGPT assists postgraduate students in identifying grammatical errors and paraphrasing their academic writing, thus contributing to the enhancement of their academic writing skills. In light of these findings, the study recommends the immediate development of an innovative policy on ethical use of AI at South Africa's historically disadvantaged universities. This policy should emphasise ethical guidelines for postgraduate students when utilising AI tools such as ChatGPT to ensure responsible and effective integration into their academic success. KEYWORDS Artificial intelligence; academic success benefits; ChatGPT; South Africa's historically disadvantaged universities.
2024
ChatGPT is an open-source initiative from Open AI, which is a natural language processing model, which has recently changed several societal spheres, including education. The potential of AI-powered chatbots like ChatGPT in higher education settings is being investigated by educators as the demand for personalised and interactive learning experiences rises. The present study aims to explore the perceptions towards the use of ChatGPT among teachers and postgraduate students of the Central University of Punjab, Bathinda. In order to achieve this purpose, two sets of survey questionnaires were administered: one for the teachers and another for the students. The sample of the study consisted of 300 participants comprising of 45 teachers and 255 postgraduate students of science and humanities streams from diverse disciplines. The main thrust of the study was to explore the perception of teachers and postgraduate students towards ChatGPT usage and to compare the perception of teachers and students of the science and humanities streams in higher education, respectively. The interpretation of the data was done by employing percentage analysis and t-test. The findings of the study revealed that there were no significant differences among the perceptions of teachers and post graduate students of the science and humanities stream towards the usage of ChatGPT in Higher education, there was a positive perception among the teachers and post graduate students towards ChatGPT in enhancing engagement and motivation, along with the underlying concerns regarding the reliability of its content and the possibility of plagiarism. The results also revealed a lack of support from the teachers/mentors in integrating AI tools (ChatGPT) for learning and the majority of the teachers were Concerned regarding the security of personal data, which affected their comfort level in using ChatGPT, with an overall positive perception among the teachers and students towards the usage of ChatGPT in higher education.
AI in Higher Education: A Literature Review of ChatGPT and Guidelines for Responsible Implementation
International Journal of Research and Innovation in Social Science (IJRISS), 2023
Specifically, natural language models like ChatGPT present numerous advantages and disadvantages for higher education. It was trained on a massive dataset of text from the internet, allowing it to respond to a broad range of prompts. This article covers the use and potential implications of ChatGPT since its release in November 2022. One of the main benefits is the potential of Artificial Intelligence (AI) to address challenges in learning, such as improving the transfer of knowledge, dispelling misconceptions, and promoting critical thinking skills among students. It also acknowledges concerns about its use in assessments and the potential for academic dishonesty, integrity, and malpractices. In this article, the authors discuss the high level of interest in ChatGPT and its use in education by reviewing the literature about ChatGPT usage. The article provides a set of guidelines and emphasizes the need for further research to fully understand the current practices, challenges, and opportunities of ChatGPT in higher education. The authors conducted a thorough and systematic review of peer-reviewed journal articles to present a theoretical and conceptual perspective on ChatGPT. They acknowledge the possibility of ChatGPT's hype mirroring that of previous advancements in artificial intelligence, automation, and AI algorithms. The article offers a summary of the research findings, highlighting both the benefits and drawbacks, while also providing practical guidelines for students and teachers on how to utilize ChatGPT effectively.
Perceptions of Higher Education Students towards ChatGPT Usage
Research Article , 2024
In the context of contemporary technological advancements, Artificial Intelligence (AI) has gained considerable significance in the field of education. In light of ChatGPT's growing popularity, this research aims to explore how higher education students perceive the use of ChatGPT in academics, examining factors influencing its acceptance, as well as its benefits, limitations, and ethical concerns. The study applied a survey design, collecting data through Google Forms from undergraduate, postgraduate, and doctoral students. A total of 162 participants, who were using ChatGPT selected through convenience sampling. The findings indicate a positive perception among respondents regarding ChatGPT's academic applications, its benefits, limitations, acceptance factors, and ethical concerns. The study also reveals that the perception of higher education students towards ChatGPT usage is not significantly influenced by gender, academic programs, and streams. The insights gained from this study holds significant implications for the responsible and effective integration of ChatGPT in higher education environments, taking into account its perceived benefits and ethical concerns.
Use of ChatGPT and Generative AI in Higher Education, 2024
A generative form of Artificial Intelligence now pervades all domains. Artificial intelligence technologies, especially ChatGPT, are increasingly prevalent in a multiplicity of fields, especially in education. This study investigated the impact of generative AI usage on student outcomes, analyzed usage patterns of ChatGPT and highlighted the challenges and advantages of integrating ChatGPT in higher education. Employing the descriptive survey method, the study's sample comprised graduate and post graduate students from Govt. Sadiq College Women University Bahawalpur, totaling (354) participants. Data collected through self-structured, closed-ended questionnaire was analyzed using SPSS software. Descriptive statistics along with correlation analyses and one-way ANOVA were used to analyze the data. The findings indicated ChatGPT is used by 51% students regularly and perceived as an effective way to rapidly complete academic tasks, provide personalized tutoring and provide 24/7 accessibility and alternative strategies, by most participant but they believe that over reliance on ChatGPT, limits student's exploration capabilities, critical thinking and academic honesty.
Učitel/Teacher, 2024
The rise of Artificial Intelligence (AI) has permanently changed life as we know it. And education has been no exception. Understanding the issues and benefits that may come with the implementation of AI into higher education, in particular, this study examines the impact of advanced AI models, like ChatGPT, on academic integrity. By employing a mixed-methods approach, the study gathers insights from undergraduate students at the University "St. Kliment Ohridski" in Bitola, North Macedonia, exploring their views on AI's role in academic practices. By identifying the key points through a brief literature review, this study finds that the concerns about the use of AI in education are indeed foundedconcerns including potential for cheating and the ethical dilemmas posed by such technologies. Some of these concerns were also confirmed by the data obtained through our survey. A sample of 114 undergraduate students kindly provided their responses for this study, helping further our insights with their perspective. The findings from the survey revealed that students are moderately comfortable with using AI for academic purposes, with a notable portion of them admitting to using ChatGPT without disclosure to professors. The reasons behind the undisclosed use of AI, according to the data collected, include pressures for high grades, time constraints and the accepted belief that cheating is "what everyone is doing". Despite its limitations, such as reliance on self-reported data and its focus on a specific geographic and academic context, we believe that the study still manages to make a small, yet significant contribution to the ethical challenges posed by AI in education.
Writing with AI: University students' use of ChatGPT
Journal of Language and Education, 2023
Background: ChatGPT, a chatbot based on a large language model, captured global attention toward the end of 2022. With its potential to generate comprehensive texts of a variety of genres based on a string of straightforward prompts, it was soon perceived as a threat by many in various fields, including-and in particular-education. Schools across the world began banning its use as instructors started to receive suspiciously well-written essays and assignments from their students. Aim: This study aimed to investigate the prevalence of use of ChatGPT among university students for written assignments, explore the ways students utilize the tool, and examine students' perspectives on the ethical aspects of its use. Method: An online questionnaire was designed to collect data from 201 students from private and public universities in Croatia. Results: The results show that more than half of the participants use ChatGPT for written assignments, that most use it to generate ideas, while many use it to summarize, paraphrase, proofread, but also to write a part of the assignment for them. According to the participants, the most ethically acceptable use of ChatGPT is for generating ideas, while other uses are perceived by many as being unethical; this, however, has not prevented some students from engaging in behaviors they deem unethical. Conclusion: We conclude that universities and instructors need to take a decisive stand on artificial intelligence in education and provide clear guidelines to students regarding the ethical use of ChatGPT and emerging technologies.
Equity in Education and Society, 2023
Students' use of Artificial Intelligence tools to complete assignments spawns issues in academic integrity. The purpose of this study was to explore students' and faculty's perspectives on the benefits and challenges of using ChatGPT and assistive Artificial intelligence (AI) tools to complete assignments. This descriptive phenomenological qualitative methodology study encompassed interviews with eight students who used Large Language Models (LLMs) AI tools to complete their assignments and nine students who did not. It also contains interviews with six Faculty and their perspectives on students' use of Large Language Models (LLMs) AI tools to complete their assignments and their thoughts on the benefits and challenges. The participants were purposively selected. The data were coded based on Braun and Clarke's (2013) six steps in thematic analysis. Descriptive, in vivo, and evaluative coding were used. Additionally, data were examined semantically and latently using reductionist analysis to determine the final themes. Five components of the Unified Theory of Acceptance and Use of Technology (UTTAUT) were applied to the data collected and provided the framework for the study. Behavioural intention served as the foundation. Effort and Performance Expectancies, and facilitating conditions were exemplified in participants' responses about the use of ChatGPT, Grammarly, and other AI assistive tools, plagiarism/academic integrity, and social influence were indicated when participants (both Students and Faculty) suggested the need for the development of policies and procedures toward the appropriate use of AI tools. Effort and performance expectancies and habits were found in the data collected in the form of consideration of the pros of using AI tools such as ChatGPT and assistive tools. These include the time saved by generating information, examples for both students and Faculty, and help in the teaching/learning process, and one participant found that it motivated her.
The Ethics of OpenAI/ChatGPT in Education
ECE2023 Conference Proceedings, 2023
The OpenAI Playground and ChatGPT use GPT-3.5 to produce text using an AI language model that is capable of routinely producing texts that would appear to have been written by humans at a level of sophistication that would meet typical benchmarks for competence in those fields. Policy responses at universities currently speak to the capacity these tools have at present. But AI models for text-generation will keep improving, resulting in an arms race that educators cannot win. A further concern for many educators is that students who have greater familiarity with computers and the Internet might better be able to exploit these tools in formulating "better" generative commands, which would in turn further exacerbate the "digital divide" between students with historical advantages compared to others. While some universities are responding by increasing the number of assignments written in class or oral examinations, these potential solutions cannot be implemented in large classes, such as those with an enrolment of 900+ students as are common in South African universities. The range and severity of the possible consequences of OpenAI (and related tools) for teaching, learning and research is significant enough to merit reflection and response at the highest levels of decision-making, and this paper will offer reflections on possible responses to this challenge.