Investigating tertiary students' perceptions about ChatGPT use in higher education: Bangladesh Perspective
Year: 2024
Type: article
Study design: Observational Study
Abstract: before September 2021 and does not explore the internet for up-to-date information.Its unequal factual accuracy has thus been acknowledged as a serious problem [52,53].Academic integrity is likely to be ChatGPT's most talked-about challenge to education.A few studies clarified ChatGPT's exam-taking expertise [54,55].With the increasing use of online exams in higher education, ChatGPT poses a potential risk to test integrity [56,57].While providing some first insights into the potential and challenges of ChatGPT, these studies do so from the perspective of educators rather than students.The system was specifically prompted in each referenced publication, and researchers-not studentsevaluated the responses.To completely comprehend ChatGPT's influence on education, we must examine how students utilize and see this linguistic paradigm.Scholars urged that the impacts of ChatGPT integration in higher education be investigated from teachers' perspectives mostly [58] which lacks the research gap on the same points from students' perspectives.Furthermore, a large number of researchers have recently acknowledged that the perception and resulting impacts of ChatGPT in tertiary education from students' viewpoints should be given importance since the sector is still unexplored [59][60][61][62][63].To the best of our knowledge, Bangladeshi tertiary-level students' perception of ChatGPT use in their education has not yet been studied.Therefore, the study aims to explore tertiary students' perceptions about using ChatGPT in higher education.Since student perceptions have a significant impact on motivation, engagement, and academic success, they are essential to education [64][65][66].Students with a positive perception of the learning process are more likely to be motivated and interested in the subject matter, which can enhance their academic achievement [67,68].Conversely, students with unfavorable opinions or emotions regarding their educational experience could lose interest or motivation, decreasing their chances of academic success [69][70][71].Having not been done before, this study attempts to fill the research gap on tertiary students' use of ChatGPT in their education by addressing the following research objectives and questions.Research Objectives: This study aims to uncover the perceptions of tertiary students regarding ChatGPT use in their higher educational domains and the consequent effects.Therefore, it sets the following objectives:1. To investigate the perceptions of tertiary students' ChatGPT use in higher education.2. To investigate the consequent effects of ChatGPT use on students in tertiary education. Research Questions:The fulfillment of the research aims and objectives is guided by the research questions [72,73].Openended and exploratory, qualitative research questions seek to comprehend a phenomenon's "how, what, or why" rather than merely measuring it [74].Furthermore, research questions are formulated in accordance with the study objectives, according to Johnson & Christensen [75].As a result, this study's research questions are constructed as below:1. What perceptions do students have of ChatGPT use in tertiary education?2. What are the consequent effects of ChatGPT use on students in tertiary education?To make sure that their opinions were grounded in personal experience, the students had to utilize this application to finish a few activities before answering the surveys.The authors first asked students to respond to an open-ended inquiry with their opinions in their own words so that authors could freely explore their ideas.After that, a thematic analysis of their comments was conducted to determine the pertinent perceptions, advantages, and disadvantages of ChatGPT.The results of this theme analysis were then utilized to create a questionnaire that asked students to provide a numerical ranking of these impressions, benefits, and drawbacks.To help researchers and educators learn about relevant ChatGPT characteristics in the classroom along with the key findings and recommendations for further research, a framework for using ChatGPT was created.The remainder of this research is described as follows after this introduction.The overview and usage of ChatGPT in higher education are covered in the second section.The methodology is then described in the third section.The thematic analysis with findings is then presented in the fourth segment.The discussions are finally summarized in the fifth part followed by implications, limitations, future research directions, and conclusion. Literature ReviewChatGPT integration: An AI chatbot called ChatGPT was developed by OpenAI [76]."Generative Pre-trained Transformer (GPT)" is the name given to a language processing framework that has been created using a ton of data to produce language similar to that of a human [77].Again, [78] claimed that an artificial intelligence (AI) chatbot called ChatGPT is remarkably sophisticated, sensitive, and valuable for understanding and producing natural human language.On the other hand, an artificially intelligent technology called ChatGPT employs the analysis of natural language to resolve disputes.Because of this, it generates information more conversationally, absorbs information from those interactions, and can deliver increasingly precise, tailored responses.This technology can compose essays and emails, translate papers and code, and create poetry, among other things.Unlike previous chatbots, ChatGPT can react immediately, fostering more vibrant and diverse conversations on various subjects.According to [79], it is possible to customize ChatGPT to carry out particular functions like text production, language translation, and question-answering, and it is a flexible tool that may be used in a variety of industries, including education, thanks to its capacity to comprehend and react to natural language input.They again revealed that it is valuable because ChatGPT can be used for many things in the classroom, like language translation, discussion, summarizing, and text production.It is a technology
Source: BAUET Journal
Author: Md. Soleman Mollik
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4405242496