Usage of ChatGPT in Higher Education
Abstract
The accelerated development of technology has led to the creation of the ChatGPT artificial intelligence model, which enables text generation based on user queries. Although it represents an innovation in the domain of artificial intelligence, this model has not yet been sufficiently explored through empirical studies. Therefore, research has been conducted to delve deeper into the perceptions and attitudes of students regarding the usage of ChatGPT in higher education, aiming to gain a better insight into their awareness, attitudes, and expectations regarding this model. The sample included 200 students from the University of Novi Sad, and the data were analyzed using the SPSS program and measures of descriptive statistics. The research results indicate that students extensively use ChatGPT for academic purposes, recognizing benefits such as time savings and personalized learning experiences. However, the results also indicate concerns among students regarding potential decreases in creativity and critical thinking, as well as risks to user privacy. Additionally, the majority of students lacked experience with educational workshops or courses focused on the usage of ChatGPT in an academic context. Based on these findings, it is concluded that there is a need for educating students about more efficient and responsible usage of ChatGPT in higher education. Furthermore, the importance of further research and development of resources is emphasized to provide students with adequate support and training regarding this technological tool.
References
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Dempere, J., Modugu, K., Allam, H. & Ramasamy, L. (2023). The impact of ChatGPT on Higher Education. Frontiers in Education 8, 1–13. doi: 10.3389/feduc.2023.1206936
Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The Promises and Challenges of Artificial Intelligence for Teachers: A Systematic Review of Research. TechTrends, 66(4), 616–630. https://doi.org/10.1007/s11528-022-00715-y
Firaina, R., & Sulisworo, D. (2023). Exploring the Usage of ChatGPT in Higher Education: Frequency and Impact on Productivity. Buletin Edukasi Indonesia, 2(1), 39–46. https://doi.org/10.56741/bei.v2i01.310
Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning & Teaching, 6(1), 57–63. https://doi.org/https://doi.org/10.37074/jalt.2023.6.1.22
Grassini, S. (2023). Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings. Education Sciences, 13(7), 692–705. https://doi.org/10.3390/educsci13070692
Halaweh, M. (2023). ChatGPT in Education: Strategies for Responsible Implementation. Contemporary Educational Technology, 15(2), 1–11. https://www.cedtech.net/article/chatgpt-in-education-strategies-for-responsible-implementation-13036
Huallpa, J. J., Flores Arocutipa, J. P., Panduro, W. D., Huete, L. C., Flores Limo, F. A., Herrera, E. E., Alba Callacna, R. A., Ariza Flores, V. A., Medina Romero, M. Á., Quispe, I. M., & Hernández Hernández, F. A. (2023). Exploring the ethical considerations of using Chat GPT in university education. Periodicals of Engineering and Natural Sciences, 11(4), 105–115. http://dx.doi.org/10.21533/pen.v11i4.3770
Khalil, M., & Er, E. (2023). Will ChatGPT Get You Caught? Rethinking of Plagiarism Detection. arXiv preprint arXiv:2302.04335, 1–13. https://doi.org/10.48550/arXiv.2302.04335
Li, Z. (2022). Factors influencing students’ continuous willingness to use e-learning platforms in higher education. International Journal of Information and Communication Technology Education (IJICTE), 18(3), 1–11. https://doi.org/10.4018/IJICTE.313424
Limna, P., Kraiwanit, T., Jangjarat, K., Klayklung, P., & Chocksathaporn, P. (2023). The use of ChatGPT in the digital era: Perspectives on chatbot implementation. Journal of Applied Learning & Teaching, 6(1), 64–74. https://doi.org/10.37074/jalt.2023.6.1.32
Ljujić, B., Miljković, J., & Grozdić, V. (2023). ChatGPT and Academic Writing in Higher Education. In: M. Radulović & M. Trajković (Eds.), Towards a more equitable education: From Research To Change, 29th International Scientific Conference “Educational Research and School Practice” (pp. 104–109). Institute for Educational Research, Belgrade, Serbia.
Ma, L. (2021). An immersive context teaching method for college English based on artificial intelligence and machine learning in virtual reality technology. Mobile Information Systems, 2021(2), 1–7. https://doi.org/10.1155/2021/2637439
Makewa, L. N. (2019). Constructivist theory in technology-based learning. In: L. N. Makewa, B. M. Ngussa, & J. M. Kuboja (Eds.), Technology-supported teaching and research methods for educators (pp. 268-287). IGI Global. http://dx.doi.org/10.4018/978-1-5225-5915-3.ch015
Malik, T., Hughes, L., Dwivedi, Y. K., & Dettmer, S. (2023). Exploring the Transformative Impact of Generative AI on Higher Education. Lecture Notes in Computer Science, 69–77. https://doi.org/10.1007/978-3-031-50040-4_6
Oranga, J. (2023). Benefits of artificial intelligence (ChatGPT) in education and learning: Is ChatGPT helpful? International Review of Practical Innovation, Technology and Green Energy, 3(3), 46–50. https://doi.org/https://doi.org/10.54443/irpitage.v3i3.1250
Ouyang, F., Zheng, L., & Jiao, P. (2022). Artificial Intelligence in Online Higher Education: A Systematic Review of Empirical Research from 2011 to 2020. Education and Information Technologies, 27(6), 7893–7925. https://doi.org/10.1007/s10639-022-10925-9
Rasul, T., Nair, S., Kalendra, D., Robin, M., de Oliveira Santini, F., Ladeira, W. J., Sun, M., Day, I., Rather, R. A., & Heathcote, L. (2023). The role of ChatGPT in higher education: Benefits, challenges, and future research directions. Journal of Applied Learning and Teaching, 6(1), 41–56. https://doi.org/10.37074/jalt.2023.6.1.29
Rawas, S. (2023). ChatGPT: Empowering lifelong learning in the digital age of higher education. Education and Information Technologies, 1–14. https://doi.org/10.1007/s10639-023-12114-8
Shidiq, M. (2023). The use of artificial intelligence-based Chat-GPT and its challenges for the world of education; from the viewpoint of the development of creative writing skills. International Conference on Education, Society and Humanity, 1, 353–357. https://ejournal.unuja.ac.id/index.php/icesh
Sok, S., & Heng, K. (2024). Opportunities, challenges, and strategies for using ChatGPT in higher education: A literature review. Journal of Digital Educational Technology, 4(1), 1–11. https://doi.org/10.30935/jdet/14027
Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning & Teaching, 6(1), 31–40. https://doi.org/10.37074/jalt.2023.6.1.17
Šušnjak, T. (2022). ChatGPT: The End of Online Exam Integrity? arXiv, 22(12), 9–29. https://doi.org/10.48550/arXiv.2212.09292.
Tajik, E., & Tajik, F. (2023). A comprehensive Examination of the potential application of ChatGPT in Higher Education Institutions. TechRxiv,https://doi.org/10.36227/techrxiv.22589497.v1
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the Devil is My Guardian Angel: ChatGPT as a Case Study of Using Chatbots in Education. Smart Learning Environments, 10(1), 1–24. https://doi.org/10.3390/su15075614
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic Review of Research on Artificial Intelligence Applications in Higher Education – Where are the Educators? International Journal of Educational Technology in Higher Education, 16(1), 1–27. http://dx.doi.org/10.1186/s41239-019-0171-0