Keywords
technical university students
ChatGPT
asynchronous
academic integrity
How to Cite
Abstract
Given the rising prevalence of AI tools within educational contexts, it is crucial to understand the dynamics of interacting with these technologies, their benefits and drawbacks. This study explores the attitudes and experiences of students at a technical university in Ukraine who utilize ChatGPT. Employing a mixed-method research design, a comprehensive array of quantitative and qualitative data was collected through Google Form surveys from a cohort of 208 student volunteers, ensuring anonymity and voluntary participation. Analysis of the data revealed that the majority of students employed ChatGPT sporadically, primarily seeking assistance with programming tasks and grappling with complex concepts. While students expressed moderate satisfaction with ChatGPT’s support and its perceived enhancement of their grasp of course material, they also acknowledged its positive impact on their academic performance both in technical sciences and humanities. Despite its user-friendly interface, students identified several challenges and limitations, including ChatGPT’s inability to address technical issues and its occasional dissemination of inaccurate or outdated information, necessitating verification. Nevertheless, students displayed a clear inclination toward recommending ChatGPT for academic use to their peers. Their recommendations underscored the importance of cultivating responsible and effective utilization of ChatGPT, refining the construction of prompts, devising strategies to navigate its limitations, and leveraging its educational potential. Statistical analysis, specifically the calculation of median (Mdn) and Inter-Quartile Range (IQR), revealed a consensus regarding ChatGPT’s positive impact on academic performance and its suitability for peer recommendation. This research makes a substantial contribution to the current discussion on incorporating AI into education as educators gain insights that can shape a more informed approach to its integration into teaching. The study highlights the importance of developing strong policy frameworks to guide the ethical and responsible application of AI tools. Further investigations of university instructors’ perceptions and encounters with ChatGPT may be contrasted with those presented in this study. Such a comparative analysis will enable educators to leverage ChatGPT in teaching while upholding academic integrity.
References
UNESCO, "Guidance for Generative AI in Education and Research," UNESCO, 2023. [Online]. Available: https://eduplatform.iss.edu. (in English).
W. Holmes and I. Tuomi, "State of the art and practice in AI in education," European Journal of Education, vol. 57, pp. 542–570, 2022. [Online]. Available: https://doi.org/10.1111/ejed.12533
Y. Xiao and Y. Zhi, "An Exploratory Study of EFL Learners’ Use of ChatGPT for Language Learning Tasks: Experience and Perceptions," Languages, vol. 8, pp. 1-12, 2023. [Online]. Available: https://doi.org/10.3390/languages8030212
C.K.Y. Chan and W. Hu, "Students’ voices on generative AI: perceptions, benefits, and challenges in higher education," International Journal of Educational Technology, vol. 20, pp. 1-18, 2023. [Online]. Available: https://doi.org/10.1186/s41239-023-00411-8
M. Barber et al., "Gravity assist: Propelling higher education towards a brighter future - office for students," [Online]. Available: https://www.officeforstudents.org.uk/publications/gravity-assist-propelling-higher-education-towards-a-brighter-future/. (in English).
L. Londar, M. Pietsch, "Providing distance education during the war: the experience of Ukraine," Information Technologies and Learning Tools, vol. 98, no. 6, pp. 31–51, 2023. [Online]. Available: https://doi.org/10.33407/itlt.v98i6.5454. (in English).
T. Susnjak, "ChatGPT: The end of online exam integrity?" arXiv, 2022. [Online]. Available: https://doi.org/10.48550/arXiv.2212.09292. (in English).
R. Jürgen, T. Samson, J. Shannon, and T. Ying, "ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?" Journal of applied learning and teaching, vol. 6, no. 1, 2023. [Online]. Available: https://doi.org/10.37074/jalt.2023.6.1.9. (in English).
D. R. Cotton, P. A. Cotton, J. R. Shipway, "Chatting and cheating: Ensuring academic integrity in the era of ChatGPT," Innovations in Education and Teaching International, [Online]. Available: https://doi.org/10.1080/14703297.2023.2190148. (in English).
Md. Rahman, Y. Watanobe, "ChatGPT for Education and Research: Opportunities, Threats, and Strategies," [Online]. Available: https://doi.org/10.20944/preprints202303.0473.v1. (in English).
A. Extance, "ChatGPT has entered the classroom: how LLMs could transform education," Nature, vol. 623, no. 7987, pp. 474-477, 2023. [Online]. Available: https://doi.org/10.1038/d41586-023-03507-3. (in English).
D. Dalalah and O. M. A. Dalalah, "The false positives and false negatives of generative AI detection tools in education and academic research: The case of ChatGPT," The International Journal of Management Education, vol. 21, no. 2, pp. 1-13, 2023. [Online]. Available: https://doi.org/10.1016/j.ijme.2023.100822
M. Javaid, A. Haleem, R. P. Singh, S. Kahn, and I. H. Khan, "Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system," BenchCouncil Trans. Benchmarks Stand. Eval, vol. 3, pp. 100–115, 2023. [Online]. Available: https://doi.org/10.1016/j.tbench.2023.100115. (in English).
J. Meniado, "The Impact of ChatGPT on English Language Teaching, Learning, and Assessment: A Rapid Review of Literature," Arab World English Journal, vol. 14, pp. 3-18, 2023. [Online]. Available: https://doi.org/10.24093/awej/vol14no4.1
M. Garg, A. Goel, "A Systematic Literature Review on Online Assessment Security: Current Challenges and Integrity Strategies," Computers & Security, vol. 113, p. 102544, [Online]. Available: https://doi.org/10.1016/j.cose.2021.102544. (in English).
F. Noorbehbahani, A. Mohammadi, and M. Aminazadeh, "A systematic review of research on cheating in online exams from 2010 to 2021," Education and Information Technologies, vol. 2, pp. 1-48, 2022. [Online]. Available: 8413 - 8460. (in English).
C. J. Estrellado, G. Millar, "ChatGPT: Towards Educational Technology Micro-Level Framework," International Journal of Science, Technology, Engineering and Mathematics, vol. 3, no. 4, pp. 101-127, [Online]. Available: https://doi.org/101-127. 10.53378/353035. (in English).
E.M. Bender, T. Gebru, A. McMillan-Major, and S. Shmitchell, "On the dangers of stochastic parrots: Can language models be too big?" in 2021 ACM Conference on Fairness, Accountability, and Transparency (FAccT ’21), New York, pp. 610–623, 2021. [Online]. Available: https://doi.org/10.1145/3442188.3445922
M. Montenegro-Rueda, J. Fernández-Cerero, J. M. Fernández-Batanero, and E. López-Meneses, "Impact of the Implementation of ChatGPT in Education: A Systematic Review," Computers, vol. 12, no. 8, p. 153, 2023. [Online]. Available: https://doi.org/10.3390/computers12080153. (in English).
O. Synekop, I. Lytovchenko, Y. Lavrysh, and V. Lukianenko, "Use of Chat GPT in English for Engineering Classes: Are Students’ and Teachers’ Views on Its Opportunities and Challenges Similar?" International Journal of Interactive Mobile Technologies (iJIM), vol. 18, no. 3, pp. 129–146, 2024. [Online]. Available: https://doi.org/10.3991/ijim.v18i03.45025
Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 1-25. https://doi.org/10.1007/s10639-023-11742-4
G. Jaimovitch-López, C. Ferri, J. Hernandez-Orallo, F. Plumed, and M. Ramírez-Quintana, "Can language models automate data wrangling?" Machine Learning, vol. 112, pp. 1-30, 2022. [Online]. Available: https://doi.org/10.1007/s10994-022-06259-9. (in English).
A. Duval, T. Lamson, G. Kérouara, and M. Gallé, "Breaking Writer’s Block: Low-cost Fine-tuning of Natural Language Generation Models," [Online]. Available: https://doi.org/10.18653/v1/2021.eacl-demos.33. (in English).
T. Wang, B. D. Lund, A. Marengo, A. Pagano, N. R. Mannuru, Z. A. Teel, and J. Pange, "Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success," Appl. Sci, vol. 13, p. 6716, 2023. [Online]. Available: https://doi.org/10.3390/app13116716. (in English).
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2024 Oksana Chugai, Kateryna Havrylenko