Year: 2025
Type: article
Study design: Observational Study
Abstract: This study examines the perceived usefulness of ChatGPT in developing specific academic skills among students from various fields of study. Using a quantitative and comparative approach, responses from students in Social Sciences and Humanities, Natural Sciences, Technical Areas, and Exact Sciences were analysed regarding ChatGPT’s utility in three key skills: communication, idea generation, and information synthesis. Results show significant variations in the perceived usefulness of ChatGPT across disciplines. Students in Social Sciences and Humanities highly value ChatGPT for organising and expressing ideas, while Natural Sciences students find it more useful for synthesising complex information. Conversely, students in technical and exact areas perceive lower utility, likely due to the specific precision and technical demands of their fields. This study contributes to the literature on artificial intelligence (AI) in education by emphasising the need for an adaptive approach to AI implementation to maximise its effectiveness. Implications for higher education and recommendations for responsible, tailored integration of AI to enhance academic skills are discussed.
Source: Research in Learning Technology
Authors: Frederic Marimon, María Belén Arias-Valle, César Javier Coria-Augusto, Claudio Marcelo Larrea Arnau, Horacio Matías Amarfil Echegaray
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4415524758
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