An investigation of teachers' perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era

Journal of Computer Assisted Learning, Год журнала: 2023, Номер 40(3), С. 931 - 945

Опубликована: Дек. 22, 2023

Abstract Background The widespread use of information and communication technology (ICT) has led to significant changes in societal aspects, resulting the emergence a “knowledge society.” However, students teachers have faced challenges adapting this digitalization. In United Arab Emirates (UAE), transitioning knowledge‐based economy is primary national agenda goal, aligning with Sustainable Development Goal 4 (SDG4) ensuring high‐quality education. Objectives This research investigates teachers' perceptions using ChatGPT as digital supporting tool for teaching learning practices. includes lesson planning, activities, assessment feedback benefits explored. Methods study employs an explanatory sequential mixed‐methods design involving quantitative qualitative data collection methods. An online survey was used closed‐ended items collect data, while semi‐structured interviews were conducted data. participants are middle high school (n1 = 40) from different Dubai Abu Dhabi private schools. Results Conclusions most noticeable result that feel less feedback. Some highlighted each area recommendations suggested. biggest challenge bias accuracy received lack human interaction. Takeaways findings provide valuable insights into potential education inform future area. Specifically, provided effectiveness enhancing students' outcomes, engagement motivation, well its impact on practices paedagogical beliefs.

Язык: Английский

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Exploring factors influencing the acceptance of ChatGPT in higher education: A smart education perspective

Heliyon, Год журнала: 2024, Номер 10(11), С. e31887 - e31887

Опубликована: Май 25, 2024

AI-powered chatbots hold great promise for enhancing learning experiences and outcomes in today's rapidly evolving education system. However, despite the increasing demand such technologies, there remains a significant research gap regarding factors influencing users' acceptance adoption of educational contexts. This study aims to address this by investigating that shape attitudes, intentions, behaviors towards adopting ChatGPT smart systems. employed quantitative approach, data were collected from 458 participants through structured questionnaire designed measure various constructs related technology acceptance, including perceived ease use, usefulness, feedback quality, assessment subject norms, attitude behavioral intention use ChatGPT. Structural model analysis (SEM) Statistical techniques then utilized examine relationships between these constructs. The findings revealed Perceived usefulness emerged as predictors attitudes education. Additionally, norms found positively influence intentions purposes. Moreover, significantly proved actual few hypotheses, relationship trust not supported data. contributes existing body information systems applications determining factor context.

Язык: Английский

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Factors Influencing University Students’ Behavioral Intention to Use Generative Artificial Intelligence: Integrating the Theory of Planned Behavior and AI Literacy

International Journal of Human-Computer Interaction, Год журнала: 2024, Номер unknown, С. 1 - 23

Опубликована: Июль 29, 2024

Generative artificial intelligence (GAI) advancements have ignited new expectations for (AI)-enabled educational transformations. Based on the theory of planned behavior (TPB), this study combines structural equation modeling and interviews to analyze influencing factors Chinese university students' GAI technology usage intention. Regarding AI literacy, cognitive literacy in ethics scored highest (M = 5.740), while awareness lowest 4.578). Students' attitudes toward significantly positively influenced their intention, with combined TPB framework explaining 59.3% variance. subjective norms perceived behavioral control, attitude mediated impact Further, provide insights management leadership regarding construction an ecosystem under application technology.

Язык: Английский

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A Human-Centered Learning and Teaching Framework Using Generative Artificial Intelligence for Self-Regulated Learning Development Through Domain Knowledge Learning in K–12 Settings

IEEE Transactions on Learning Technologies, Год журнала: 2024, Номер 17, С. 1588 - 1599

Опубликована: Янв. 1, 2024

The advent of generative artificial intelligence (AI) has ignited an increase in discussions about AI tools education. In this study, a human-centred learning and teaching framework (HCLTF) that uses for self-regulated development through domain knowledge was proposed to catalyse changes educational practices. illustrates how can revolutionise practices transform the processes become human-centred. It emphasises evolving roles teachers, who increasingly skilful facilitators humanistic storytellers craft differentiated instructions attempt develop students' individualised learning. Drawing upon insights from neuroscience, guides students employ augment their attentiveness, stimulate active engagement learning, receive immediate feedback, encourage self-reflection. pedagogical approach is also reimagined; teachers equipped with literacy refine strategies better equip meet future challenges. practical application demonstrated case study involving Chinese language writing ability among primary within K–12 context. This paper reports results 60-hour programme teachers. Specifically, providing in-service cases helped them understand concepts integrate into increased perceived design AI-integrated courses would enhance attention, engagement, confidence, satisfaction.

Язык: Английский

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Exploring University Students’ Adoption of ChatGPT Using the Diffusion of Innovation Theory and Sentiment Analysis With Gender Dimension

Human Behavior and Emerging Technologies, Год журнала: 2024, Номер 2024(1)

Опубликована: Янв. 1, 2024

This study explores the adoption and societal implications of an emerging technology such as Chat Generative Pre‐Trained Transformer (ChatGPT) in higher education students. By utilizing a mixed‐method framework, this research combines Rogers’ diffusion innovation theory with sentiment analysis, offering innovative methodological approach for examining educational settings. It five attributes—relative advantage, compatibility, ease use, observability, trialability—shaping students’ behavioral intentions toward ChatGPT. Sentiment analysis offers qualitative depth, revealing emotional perceptual aspects, introduces gender‐based perspective. The results suggest that attributes significantly impact rates perceptions ChatGPT, indicating its potential transformative social change within sector. Gen Zs viewed ChatGPT innovative, compatible, user‐friendly, enabling independent pursuit goals. Consequently, benefits provided by motivate students to use tool. Gender differences were observed prioritization attributes, male favoring while female emphasized relative trialability. findings have understanding how technological innovations could be strategically diffused across different segments, especially academic context where ethical considerations integrity are paramount. underscores need demographic‐sensitive, user‐centric design generative artificial intelligence (AI) technologies.

Язык: Английский

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Higher education students’ perceptions of ChatGPT: A global study of early reactions

PLoS ONE, Год журнала: 2025, Номер 20(2), С. e0315011 - e0315011

Опубликована: Фев. 5, 2025

The paper presents the most comprehensive and large-scale global study to date on how higher education students perceived use of ChatGPT in early 2024. With a sample 23,218 from 109 countries territories, reveals that primarily used for brainstorming, summarizing texts, finding research articles, with few using it professional creative writing. They found useful simplifying complex information content, but less reliable providing supporting classroom learning, though some considered its clearer than peers teachers. Moreover, agreed need AI regulations at all levels due concerns about promoting cheating, plagiarism, social isolation. However, they believed could potentially enhance their access knowledge improve learning experience, efficiency, chances achieving good grades. While was as effective improving literacy, digital communication, content creation skills, interpersonal decision-making, numeracy, native language proficiency, development critical thinking skills. Students also felt would boost demand AI-related skills facilitate remote work without significantly impacting unemployment. Emotionally, mostly positive ChatGPT, curiosity calmness being common emotions. Further examinations reveal variations students' perceptions across different socio-demographic geographic factors, key factors influencing identified. Higher institutions' managers teachers may benefit these findings while formulating curricula instructions/regulations use, well when designing teaching methods assessment tools. policymakers consider strategies secondary system development, especially light changing labor market needs related development.

Язык: Английский

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Exploring the Role of AI-Driven Dynamic Writing Platforms in Improving EFL Learners' Writing Skills and Fostering Their Motivation

Research Square (Research Square), Год журнала: 2025, Номер unknown

Опубликована: Янв. 9, 2025

AI-powered platforms for dynamic writing present transformative opportunities to enhance English language acquisition and actively engage learners in tasks. However, the role of artificial intelligence improving proficiency fostering motivation among as a Foreign Language (EFL) remains an area that has yet be thoroughly investigated. This research endeavor seeks address prevailing knowledge gap field by exploring influence on skills EFL learners. The study's objectives encompass assessment impact these coherence, vocabulary usage, grammatical accuracy, task accomplishment, learner motivation. Utilizing mixed-methods approach, study examined 65 intermediate students from Islamic Azad University, Varamin-Pishva branch, who were divided into two groups: one employed tools, while other followed traditional classroom-based exercises. Quantitative data gathered via IELTS-based assessments scales, qualitative insights derived semi-structured interviews. findings revealed substantial enhancements AI group across all measured dimensions comparison control group. Additionally, demonstrated significant surge levels. Learners reported positive attitudes toward AI-based instruction, citing improvements engagement, autonomy, confidence their writing. platform also fostered greater self-regulation personalized learning experiences, which participants found effective enjoyable. emphasize efficacy enhancing linguistic motivational levels provides practical incorporating technologies encouraging educators leverage such tools more engaging practices.

Язык: Английский

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ChatGPT in the higher education: A systematic literature review and research challenges

International Journal of Educational Research, Год журнала: 2024, Номер 127, С. 102411 - 102411

Опубликована: Янв. 1, 2024

ChatGPT has gained significant attention in the higher education sector as it can be applied across a wide range of topics. Despite ChatGPT's versatility offering support various educational disciplines, is still its early stages and requires further exploration to fully utilized effectively education. This systematic literature review aims explore trends, adoption measures, diverse applications, current limitations research systematically analyzed 57 articles published between 2023 2024. study identified trends by providing temporal views, geographical locations, methods used. Furthermore, this explored users' intention adopt use focusing on post-adoption, use, acceptance stages. Considering extensive advantages brings academic community, explores applications settings for staff, students, researchers, non-academic users. Finally, outlined within proposed future directions, aiming continuous improvement field. benefit valuable insights into effective utilization ChatGPT.

Язык: Английский

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Large Language Model‐Based Chatbots in Higher Education

Advanced Intelligent Systems, Год журнала: 2024, Номер unknown

Опубликована: Авг. 11, 2024

Large language models (LLMs) are artificial intelligence (AI) platforms capable of analyzing and mimicking natural processing. Leveraging deep learning, LLM capabilities have been advanced significantly, giving rise to generative chatbots such as Generative Pre‐trained Transformer (GPT). GPT‐1 was initially released by OpenAI in 2018. ChatGPT's release 2022 marked a global record speed technology uptake, attracting more than 100 million users two months. Consequently, the utility LLMs fields including engineering, healthcare, education has explored. The potential LLM‐based higher sparked significant interest ignited debates. can offer personalized learning experiences advance asynchronized potentially revolutionizing education, but also undermine academic integrity. Although concerns regarding AI‐generated output accuracy, spread misinformation, propagation biases, other legal ethical issues not fully addressed yet, several strategies implemented mitigate these limitations. Here, development LLMs, properties chatbots, applications discussed. Current challenges associated with AI‐based outlined. potentials chatbot use context settings

Язык: Английский

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The role and impact of ChatGPT in educational practices: insights from an Australian higher education case study

Discover Education, Год журнала: 2024, Номер 3(1)

Опубликована: Июнь 11, 2024

Abstract Artificial intelligence (AI) tools, notably ChatGPT, are increasingly recognised for their transformative potential in higher education. This study employs a detailed case approach complemented by survey, delving into ChatGPT’s impact on pedagogical practices, student engagement, and academic performance. It involved 74 undergraduate postgraduate students enrolled data analytics courses Australia. The quantitative analysis highlights role providing personalised on-demand support, which is highly valued among users its flexibility responsiveness, meeting critical demand educational settings. Notably, the identifies medium effect size ( $$\eta ^2 = 0.173$$ η 2 = 0.173 ) perceived benefits, indicating that ChatGPT accounts approximately 17.3% of variance improved outcomes. However, challenges such as limited understanding complex queries lack human interactions primary concerns, with 0.289$$ 0.289 suggesting significant areas improvement. Furthermore, statistical analyses reveal clear relationship between frequency usage perception underscoring who have integrated it practices. Despite these challenges, differential versus non-users to foster more engaging effective findings advocate targeted strategies epitomise integration settings, emphasising need ongoing research development comprehensive guidelines navigate complexities maximise benefits.

Язык: Английский

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