WHY DO STUDENTS USE CHATGPT AND WHY DOES IT MATTER?
Reflecting on the use of AI in higher education
DOI:
https://doi.org/10.52340/PUTK.2024.2346-8149.09.12Keywords:
AI in higher education, ChatGPT, teacher-learner needsAbstract
Today, the educational discourse is closely tied to the concept of technological advancement that the 21st century is commonly associated with. The application of different types of online resources, virtual campus, , etc in the teaching-learning process by both educators and students has become an inseparable part of the global educational space that strives to maximally make the most of the technology to keep up with the fast-changing requirements of the modern labor market.
The most recent AI generated technology, ChatGPT has been rapidly gaining popularity among students of different Higher Educational institutions in different parts of the world, and they report having used the tool for multiple purposes while studying (Appleby, 2023).Against this background, it is also vital to look deeper into the real-time context in Georgia and investigate the students’ perspectives and rationale for using it on the other side of the spectrum.
Therefore, this paper reports and explores the study conducted among 74 undergraduate students of Ivane Javakhishvili Tbilisi State University, Georgia, to investigate their practice of using ChatGPT in the educational process between 2022 and 2024 to customize their learning experiences.
The research findings will provide educators with useful food for thought at its initial stage to assist the compliance of the educational system with the newly emerged technological challenges such as ChatGPT and its adjustment to new teacher-learner needs.
Full Text (PDF)
References
Appleby, C. (2023). Will colleges ban ChatGPT? BestColleges. Retrieved February 2, 2024 from: https://www.bestcolleges.com/news/will-colleges-ban-chatgpt/.
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586–598. https://doi.org/10.1037/0022-3514.41.3.586
Cambridge University. (2023). ChatGPT. Retrieved February 8 from: https://www.cam.ac.uk/stories/ChatGPT-and-education
Copeland, B.J. (2024). Artificial Intelligence. In Britannica.com. Retrieved March 20 from: https://www.britannica.com/technology/artificial-intelligence
Cotton, D.R.E.; Cotton, P.A.; Shipway, J.R. Chatting and Cheating: Ensuring academic integrity in the era of ChatGPT. Innov. Educ. Teach. Int. 2023, 1–12.
Digital Learning Institute. (2023). The Impact of ChatGPT on education. Retrieved February 19 from: https://www.digitallearninginstitute.com/blog/the-impact-of-chat-gpt-on-education
Johnston, H., Wells, R. F., Shanks, E. M., Boey, T. & Parsons, B. N. (2024). Student perspectives on the use of generative artificial intelligence technologies in higher education. International Journal for Educational Integrity 20. Article number 2. Retrieved March 19 from: https://edintegrity.biomedcentral.com/articles/10.1007/s40979-024-00149-4
Koetsier, J. (2023). Men 2X more likely to use generative AI than women: report. Forbes. Retrieved February 11 from: https://www.forbes.com/sites/johnkoetsier/2023/11/27/men-2x-more-likely-to-use-generative-aithan-women-report/?sh=66b91eb44149
Laupichler, M. C., Aster, A., Schirch, J., & Raupach, T. (2022). Artificial intelligence literacy in higher and adult education: A scoping literature review. Computers and Education: Artificial Intelligence, 3(2022), 100101.
McGraw Hill. (2023). McGraw Hill study trends report: Instructors and students on study habits, mental health and more. Retrieved February 13 from: https://www.mheducation.com/newsinsights/blog/mcgraw-hill-study-trends-report.html
Neendoor, S. (2023). ChatGPT: Pros and cons of using ChatGPT in Higher Education. HurixDigital. Retrieved from: https://www.hurix.com/chat-gpt-pros-and-cons-of-using-chatgptin-higher-education/
Poláková, P. and Klímová, B. (2019) Mobile technology and generation Z in the english language classroom—A preliminary study. Educ Sci 9(3):203. https://doi.org/10.3390/educsci9030203
Schonberger, M. (2023). ChatGPT in higher education: the good, the bad, and the university. 9th International Conference on Higher Education Advances (HEAd’23) Universitat Politecnica de Valencia. Valencia. http://dx.doi.org/10.4995/HEAd23.2023.16174
Szymkowiak A, Melovic B, Dabic M, Jeganathan K, Kundi GS (2021) Information technology and Gen Z: the role of teachers, the internet, and technology in the education of young people. Technol Soc 65:101565. https://doi.org/10.1016/j.techsoc.2021.101565
Vargo, D., Zhu, L., Benwell, B., & Yan, Z. (2021). Digital technology use during COVID-19 pandemic: A rapid review. Human Behavior and Emerging Technologies, 3(1), 13–24. https://doi.org/10.1002/hbe2.242
UNESCO. (2023). ChatGPT and Artificial Intelligence in Higher Education. Retrieved December 29, 2023 from: https://www.iesalc.unesco.org/wp-content/uploads/2023/04/ChatGPT-and-Artificial-Intelligence-in-highereducation-Quick Start-guide_EN_FINAL.pdf
Zhai, X. (2022). ChatGPT user experience: Implications for education. Available at SSRN 4312418.
Published
How to Cite
License
Copyright (c) 2024 Online Journal of Humanities ETAGTSU
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The peer-reviewd scientfic journal Online Journal of Humanities (OJH) CC BY-NC Creative Commons Attribution Non-Commercial Licence for its users. It is fully open-accessed and ready to use, reproduce, disseminate or display the article provided that the author is attributed as the original creator and that the reuse is restricted to non-commercial purposes (i.e. research or educational use).
