Unveiling Perceptions of ChatGPT Usage among Information Science Students at UiTM Sarawak
Abstract
ChatGPT, developed by OpenAI, is an AI model meticulously designed to facilitate seamless engagement in natural language conversations. Its principal objective is to replicate human-like responses across diverse subjects. This sophisticated system is a versatile companion, proficient in responding to inquiries, providing suggestions, aiding in tasks, and participating in casual dialogues. ChatGPT is engineered to enhance conversational experiences with a blend of human-like warmth and intelligence, whether one requires information, assistance, or wishes to engage in friendly discourse. ChatGPT's primary goal is to provide helpful and exciting interactions in different situations. This study wants to find out how helpful ChatGPT is for undergraduate students in their academic work, like researching, studying, or getting information. They did an online survey with 240 people with a Diploma in Information Management and have used ChatGPT in their studies. The survey showed that 91 per cent of the students used ChatGPT for their education. Additionally, 37 per cent of the students mentioned that using ChatGPT for their studies was simple and easy to use. Educators and researchers must understand these opinions to improve ChatGPT and other similar technologies to help students learn better. Future studies could look more closely at what factors affect how students feel about using AI and find ways to solve any problems, making AI a better part of education.
References
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Kharb, L., & Singh, P. (2021). Role of machine learning in modern education and teaching. In Impact of AI Technologies on Teaching, Learning, and Research in Higher Education (pp. 99-123). IGI Global.
Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences. 13, 410. 10.3390/educsci13040410.
Mogavi, R. H., Deng, C., Kim, J. J., Zhou, P., Kwon, Y. D., Ahmed, H. S. M., Tlili, A., Bassanelli, S., Bucchiarone, A., Gujar, S., Nacke, L. E., & Hui, P. (2023). ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions. Computers in Human Behavior: Artificial Humans, 2(1). https://doi.org/10.1016/j.chbah.2023.100027
Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J. M., & López-Meneses, E. (2023). Impact of the implementation of ChatGPT in education: A systematic review. Computers, 12(8). https://doi.org/doi.org/10.3390/computers12080153
Ngo, T. T. A. (2023). The perception by university students of the use of ChatGPT in education. International Journal of Emerging Technologies in Learning (iJET), 18(17), pp. 4–19. https://doi.org/10.3991/ijet.v18i17.39019
Oranga, J. (2023). Benefits of artificial intelligence (ChatGPT) in education and learning: Is ChatGPT helpful? International Review of Practical Innovation, Technology and Green Energy, 3(3), 46–50. https://doi.org/10.54443/irpitage.v3i3.1250
Rathore, B. (2022). Exploring the potential impacts of chatbot Software/Apps (ChatGPT) on education: Benefits, drawbacks, and future prospects. 1, 2960-2068.
Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems, 3, 121-154. https://doi.org/https://doi.org/10.1016/j.iotcps.2023.04.003
Reshamwala, A., Mishra, D. & Pawar, P. (2013). Review on natural language processing. IRACST – Engineering Science and Technology: An International Journal (ESTIJ), 3. 113-116.
Russell, S. J. & Norvig, P. (1995). Artificial intelligence: A modern approach. Prentice Hall.
Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00292-9
Sharma, Y., Pandey, S., & Raheja, R. (2022). Machine learning: Assisting modern education. Int. Res. J. Mod. Eng. Technol. Sci, 4, 21-9.
Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning terms. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-020-00140-9
Sok, S. & Heng, K. (2023). ChatGPT for education and research: A review of benefits and risks. SSRN Electronic Journal. 10.2139/ssrn.4378735
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Ventayen, R. J. M. (2023). OpenAI ChatGPT generated results: Similarity index of artificial intelligence-based contents. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4332664
Zemčík, T. (2019). A brief history of chatbots. DEStech Transactions on Computer Science and Engineering, aicae. https://doi.org/10.12783/dtcse/aicae2019/31439
Zeng, C., & Fisher, L. (2023). Opening the “Black Box”: How Out-of-Class use of Duolingo impacts Chinese Junior High School students’ intrinsic motivation for English. ECNU Review of Education, 209653112311716-209653112311716. https://doi.org/10.1177/20965311231171606
Alzubi, J., Nayyar, A., & Kumar, A. (2018). Machine learning from theory to algorithms: An overview. Journal of Physics: Conference Series, 1142(012012). https://doi.org/10.1088/1742-6596/1142/1/012012
Chan, C. K. Y. & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. Int J Educ Technol High Educ 20(43) . https://doi.org/10.1186/s41239-023-00411-8
Chassignol, M., Khoroshavin, A., Klimova, A., & Bilyatdinova, A. (2018). Artificial intelligence trends in education: A narrative overview. Procedia Computer Science, 136, 16–24. https://doi.org/10.1016/j.procs.2018.08.233
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8(2169-3536), 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
Chopra, A., Prashar, A., & Sain, C. (2013). Natural language processing. International Journal of Technology Enhancements and Emerging Engineering Research, 1(4), 131-134.
Coppin, B. (2004). Artificial intelligence illuminated. Jones and Bartlett.
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148
Creswell, J. W. (2012). Education research planning conducting and evaluating quantitative and qualitative research. Pearson Education.
Dashti, M., Londono, J., Ghasemi, S., Khurshid, Z., Khosraviani, F., Moghaddasi, N., Zaffar, M. S. & Hefzi, D. (2024). Attitudes, knowledge, and perceptions of dentists and dental students toward artificial intelligence: A systematic review. Journal of Taibah University Medical Sciences. https://doi.org/10.1016/j.jtumed.2023.12.010
Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Baah, P. K. (2022). The impact of a virtual teaching assistant (chatbot) on students’ learning in Ghanaian higher education. International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-022-00362-6
Gibson, D., Kovanovic, V., Ifenthaler, D., Dexter, S., & Feng, S. (2023). Learning theories for artificial intelligence promoting learning processes. British Journal of Educational Technology, 54(5). https://doi.org/10.1111/bjet.13341
Gill, S. S., Xu, M., Patros, P., Wu, H., Kaur, R., Kaur, K., Fuller, S., Singh, M., Arora, P., Parlikad, A. K., Stankovski, V., Abraham, A., Ghosh, S. K., Lutfiyya, H., Kanhere, S. S., Bahsoon, R., Rana, O., Dustdar, S., Sakellariou, R., & Uhlig, S. (2023, May 25). Transformative effects of ChatGPT on modern education: Emerging era of AI chatbots. ArXiv.org. https://doi.org/10.48550/arXiv.2306.03823
Harry, A. (2023). Role of AI in education. Interdiciplinary Journal and Hummanity (INJURITY), 2(3), 260–268. https://doi.org/10.58631/injurity.v2i3.52
Javaid, M., Haleem, A., Ravi Pratap Singh, Khan, S., & Ibrahim Haleem Khan. (2023). Unlocking the opportunities through ChatGPT tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), 100115–100115. https://doi.org/10.1016/j.tbench.2023.100115
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., & Stadler, M. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103(102274). https://doi.org/10.1016/j.lindif.2023.102274
Keleş, P. U., & Aydın, S. (2021). University students’ perceptions about artificial intelligence. Shanlax International Journal of Education, 9(S1-May), 212–220. https://doi.org/10.34293/education.v9is1-may.4014
Khan, R. A., Jawaid, M., Khan, A. R., & Sajjad, M. (2023). ChatGPT - Reshaping medical education and clinical management. Pakistan Journal of Medical Sciences, 39(2). https://doi.org/10.12669/pjms.39.2.7653
Kharb, L., & Singh, P. (2021). Role of machine learning in modern education and teaching. In Impact of AI Technologies on Teaching, Learning, and Research in Higher Education (pp. 99-123). IGI Global.
Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences. 13, 410. 10.3390/educsci13040410.
Mogavi, R. H., Deng, C., Kim, J. J., Zhou, P., Kwon, Y. D., Ahmed, H. S. M., Tlili, A., Bassanelli, S., Bucchiarone, A., Gujar, S., Nacke, L. E., & Hui, P. (2023). ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions. Computers in Human Behavior: Artificial Humans, 2(1). https://doi.org/10.1016/j.chbah.2023.100027
Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J. M., & López-Meneses, E. (2023). Impact of the implementation of ChatGPT in education: A systematic review. Computers, 12(8). https://doi.org/doi.org/10.3390/computers12080153
Ngo, T. T. A. (2023). The perception by university students of the use of ChatGPT in education. International Journal of Emerging Technologies in Learning (iJET), 18(17), pp. 4–19. https://doi.org/10.3991/ijet.v18i17.39019
Oranga, J. (2023). Benefits of artificial intelligence (ChatGPT) in education and learning: Is ChatGPT helpful? International Review of Practical Innovation, Technology and Green Energy, 3(3), 46–50. https://doi.org/10.54443/irpitage.v3i3.1250
Rathore, B. (2022). Exploring the potential impacts of chatbot Software/Apps (ChatGPT) on education: Benefits, drawbacks, and future prospects. 1, 2960-2068.
Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems, 3, 121-154. https://doi.org/https://doi.org/10.1016/j.iotcps.2023.04.003
Reshamwala, A., Mishra, D. & Pawar, P. (2013). Review on natural language processing. IRACST – Engineering Science and Technology: An International Journal (ESTIJ), 3. 113-116.
Russell, S. J. & Norvig, P. (1995). Artificial intelligence: A modern approach. Prentice Hall.
Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00292-9
Sharma, Y., Pandey, S., & Raheja, R. (2022). Machine learning: Assisting modern education. Int. Res. J. Mod. Eng. Technol. Sci, 4, 21-9.
Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning terms. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-020-00140-9
Sok, S. & Heng, K. (2023). ChatGPT for education and research: A review of benefits and risks. SSRN Electronic Journal. 10.2139/ssrn.4378735
Spector, J. M. (2016). The potential of smart technologies for learning and instruction. International Journal of Smart Technology and Learning, 1(1), 21. https://doi.org/10.1504/ijsmarttl.2016.078163
Timms, M. J. (2016). Letting artificial intelligence in education Out of the Box: Educational Cobots and smart classrooms. International Journal of Artificial Intelligence in Education, 26(2), 701-712. https://doi.org/10.1007/s40593-016-0095-y
Turing, A. M. (2009). Computing machinery and intelligence. In: Epstein, R., Roberts, G., Beber, G. (eds) Parsing the Turing Test. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6710-5_3
Ventayen, R. J. M. (2023). OpenAI ChatGPT generated results: Similarity index of artificial intelligence-based contents. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4332664
Zemčík, T. (2019). A brief history of chatbots. DEStech Transactions on Computer Science and Engineering, aicae. https://doi.org/10.12783/dtcse/aicae2019/31439
Zeng, C., & Fisher, L. (2023). Opening the “Black Box”: How Out-of-Class use of Duolingo impacts Chinese Junior High School students’ intrinsic motivation for English. ECNU Review of Education, 209653112311716-209653112311716. https://doi.org/10.1177/20965311231171606
Published
2024-07-31
How to Cite
HALAMY, Suhaida; KAMARUDIN, Nurfaizah; KASSIM, Nor Hayati.
Unveiling Perceptions of ChatGPT Usage among Information Science Students at UiTM Sarawak.
International Journal of Advanced Research in Education and Society, [S.l.], v. 6, n. 2, p. 886-899, july 2024.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/27271>. Date accessed: 19 sep. 2024.
Section
English Section
