Synopsis
A recent study reveals that students globally express worries about ChatGPT's reliability, its impact on critical thinking, and associated ethical issues like cheating and privacy.Key Takeaways
- Global student concerns about ChatGPT's reliability.
- Potential erosion of critical thinking skills.
- Ethical issues include cheating and privacy.
- Varied perceptions based on income and region.
- Study suggests further research needed on long-term perceptions.
New Delhi, Feb 6 (NationPress) Students from around the world have voiced worries regarding the trustworthiness of ChatGPT, its potential to diminish critical thinking abilities, and the ethical dilemmas associated with its use, including cheating and privacy issues, as revealed by a recent study.
An extensive international research project involving over 23,000 higher education students, published in the journal PLOS One, uncovered patterns in their usage and experiences with ChatGPT, showcasing both favorable views and a recognition of the AI chatbot’s limitations.
Previous studies indicate that while ChatGPT may enhance learning, there are valid concerns regarding its influence on academic integrity, critical thinking capabilities, and occasional inaccuracies in its responses.
Nevertheless, existing research that investigates student perspectives on ChatGPT in higher education has been limited.
Dejan Ravselj from the University of Ljubljana in Slovenia and his team conducted an anonymous online survey aimed at providing a more comprehensive understanding.
Analysis of the survey data highlighted several trends.
Overall, participants expressed a generally positive outlook towards ChatGPT, finding it beneficial for brainstorming, summarizing texts, academic writing, and breaking down complex information.
However, concerns regarding ChatGPT’s reliability were also noted.
Interestingly, fewer than a third of students (29 percent) utilized ChatGPT for brainstorming, and merely one in ten (11 percent) for creative writing.
On the other hand, a significant majority (70 percent) found ChatGPT engaging to use, with a quarter (25 percent) stating that interacting with ChatGPT was easier than collaborating with peers.
The study revealed that students’ perceptions differed based on sociodemographic and geographical factors.
For example, students from lower-income regions were more inclined to view ChatGPT as a crucial resource amid limited educational tools, while those from affluent areas appreciated its innovative and advanced capabilities.
The findings could play a role in shaping higher education curricula and policies to leverage the advantages of ChatGPT fairly across diverse student demographics.
Future research could address some limitations of this study, such as monitoring students’ perceptions over time and including a greater number of participants from low-income countries, as suggested by the authors.
